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Fortuitous synthesis of unsaturated half-sandwich Ruthenium(II) complexes via solvent-involved rearrangement and their biological evaluation
Journal of Research in Instructional
e-ISSN: 2776-222X
Vol. 4(2) 2024, pp. 507 – 525
https://doi.org/10.30862/jri.v4i2.496
Burnout among the non-government secondary school teachers in
Bangladesh: Prevalence, causes and effects
Bijon Kumar Roy*, Md. Solaiman Jony, Md. Fajlay Rabbi
Khulna University, Bangladesh
Submitted:
16-09-2024
Accepted:
10-10-2024
Published:
17-10-2024
Abstract: Nowadays, psychological burnout is prevalent in all professions. The purpose of
this study is to investigate the prevalence, causes, and consequences of burnout among nongovernment school teachers in Panchagarh. This study used an explanatory sequential mixed
approach. A stratified random selection methodology was employed to pick 25 schools, and
242 teachers were chosen using a simple random sample procedure. Finally, a purposive
sample technique was used to select 15 teachers. Data was acquired using a standardized
questionnaire and in-depth interviews. The Maslach Burnout Inventory-Educator Survey
(MBI-ES) was used to assess the prevalence of burnout. Data was analyzed by descriptive
statistics and thematic analyses. The study found a high prevalence of burnout in nongovernment school teachers in Panchagarh, with 48.35% experiencing high emotional
exhaustion, 51.24% high depersonalization, and 45.04% low personal accomplishment. Also,
the study found that low salary are the most contributing factor to burnout. Furthermore,
78.6% of respondents agreed that teacher burnout has negative effects on student academic
achievement. Finally, the presence of teacher burnout in education is a challenging issue, as it
negatively affects every aspect of the learning and teaching process. This study has
implications for policymakers to develop plans to reduce teacher burnout and enhance
teachers’ overall well-being.
Keywords: Depersonalization, emotional exhaustion, low personal accomplishment
This is an
open access
article under
the CC–BY-SA
license
Abstrak: Saat ini, kelelahan psikologis lazim terjadi di semua profesi. Tujuan dari penelitian
ini adalah untuk mengetahui prevalensi, penyebab, dan konsekuensi dari kelelahan di
kalangan guru sekolah non-pemerintah di Panchagarh. Penelitian ini menggunakan
pendekatan campuran sekuensial eksplanatori. Metodologi seleksi acak bertingkat digunakan
untuk memilih 25 sekolah, dan 242 guru dipilih menggunakan prosedur sampel acak dasar.
Terakhir teknik purposive sample digunakan untuk memilih 15 guru. Data diperoleh dengan
menggunakan kuesioner standar dan wawancara mendalam. The Maslach Burnout InventoryEducator Survey (MBI-ES) digunakan untuk menilai prevalensi kelelahan. Data dianalisis
dengan statistik deskriptif dan analisis tematik. Studi menemukan prevalensi kelelahan yang
tinggi pada guru sekolah non-pemerintah di Panchagarh, dengan 48,35% mengalami
kelelahan emosional yang tinggi, 51,24% mengalami depersonalisasi yang tinggi, dan 45,04%
pencapaian pribadi yang rendah. Selain itu, penelitian ini juga menemukan bahwa gaji rendah
merupakan faktor yang paling berkontribusi terhadap kelelahan. Lebih lanjut, 78,6%
responden setuju bahwa kelelahan guru berdampak negatif terhadap prestasi akademik
siswa. Terakhir, adanya kelelahan guru di bidang pendidikan merupakan permasalahan yang
menantang karena berdampak negatif pada setiap aspek proses belajar dan mengajar. Studi
ini mempunyai implikasi bagi pembuat kebijakan untuk mengembangkan rencana yang
bertujuan mengurangi kelelahan guru dan meningkatkan kesejahteraan guru secara
keseluruhan.
Kata kunci: Depersonalisasi, kelelahan emosional, pencapaian pribadi yang rendah
*Corresponding author: bijonku08@gmail.com
INTRODUCTION
Burnout among professionals has been defined from several viewpoints.
Nevertheless, the definitions have a common understanding that burnout is a chronic illness
characterized by persistent psychological, emotional, and physical tiredness brought on by
507
continuous stress and negative feelings regarding one's professional competence (Maslach,
1982; Schaufeli et al., 2009; Herman et al., 2018, Mahmoodi‐Shahrebabaki, 2019). Three
components make up the concept: depersonalization, diminished individual achievement,
and psychological exhaustion (Maslach et al., 2001).
Teacher burnout is a circumstance that occurs when a teacher is suffering from
occupational burnout, meaning they are unable to effectively fulfill their professional roles
and responsibilities due to ongoing stress related to their job (Shackleton et al., 2019).
Teachers experience a higher level of psychological burnout and stress in comparison to
individuals in other professions (Fathi et al., 2021; Kovess-Masfety et al., 2007; Ouellette et
al., 2018). Teacher burnout has a direct effect on the teaching effectiveness as well as the
mental and physical well-being of teachers (Domitrovich et al., 2016; Capone & Petrillo,
2018), However, it also has negatively impact on students' academic performance and social
interactions (Klusmann et al., 2016; Madigan & Kim, 2021). On the other hand, reduced selfefficacy might represent the result of higher levels of teacher burnout (Khani & Mirzaee
2015).
The phenomenon of teacher burnout has been evidenced by research carried out in a
variety of countries and educational environments (Durr et al., 2014; Marek et al., 2017).
The causes of burnout among teacher have been suggested and examined from three
distinct perspectives: organizational, transactional and individual (Chang, 2009; Durr et al.,
2014). Organizational elements that contribute to burnout encompass a negative classroom
environment, conflicting responsibilities, low wage, excessively big class sizes, student
misconduct, insufficient support from administrators, heavy workloads, limited job
mobility, excessive paperwork, extensive testing, and unclear duties and responsibilities
(Durr et al., 2014; Gold & Roth, 2013; Larrivee, 2012; Marek et al., 2017; Xu, 2013). Factors
contributing to teacher burnout include: individual components such as age, experience,
education level, language, gender, and socioeconomic background (Chang, 2009; Gold &
Roth, 2013). Finally, Chang (2009) stated that transactional factors also contribute to the
course of burnout. Transactional factors comprise the interplay between individual
elements and organizational and/or societal problems. Moreover, research suggests that
teacher burnout has negative effects on Teacher's self-confidence, self-esteem,
inspiration, efficiency, and overall job satisfaction (Gold & Roth, 2013; Herman et al., 2018;
Larrivee, 2012; Marek et al., 2017; Skaalvik & Skaalvik, 2014).
The prevalence of moderate to high burnout among teachers is found to range from
25.12% to 74%, indicating that burnout is an ongoing problem (Agyapong et al., 2022). Nine
research from eight different countries in Africa, Asia, Europe, North and South America,
and Europe combined to form a meta-analysis revealed that the overall prevalence of
teacher burnout during the COVID-19 pandemic was 52% (95% CI 33-71%). This
percentage is higher than the reported burnout rates among physicians (Ozamiz-Etxebarria
et al., 2023). Chronic stress and burnout are connected to negative effects on both physical
and mental health and can contribute to disorders like depression, sleep disturbances,
diabetes, heart disease, gastric problems, lung disease, and premature death before the age
of 45 (Salvagioni et al., 2017).
According to a cross-sectional study found that 33.3% of teachers indicated
experiencing significant symptoms of burnout (Méndez et al., 2020). A study found that
28.43% of teachers experienced a high level of burnout in the domain of personal
508
accomplishment (Shukla & Trivedi, 2008). A further study found that 28.7% of teachers
reported feeling depersonalized, and 49.6% reported feeling extremely emotionally
exhausted and 54.1% had a sense of inefficacy (Vlăduţ & Kallay, 2011). A systematic review
and metanalysis of research show burnout among physical education teachers (Alsalhe et
al., 2021) found that the incidence rates for depersonalization (14.5%), low levels of
personal achievement (29.5%) and emotional exhaustion (28.6%). Another cross-sectional
study (Hk et al., 2012) reported that Job satisfaction and turnover intentions were both
significantly affected directly by emotional exhaustion.
Work overload can lead to burnout by decreasing individuals' capacity to fulfill job
requirements, rest, recuperate, and achieve balance, especially when it becomes a chronic
condition (Maslach & Leiter, 2016). The consequences could be less productivity, less
positive relationships with colleagues and students, reduced psychological well-being,
perceptions of inadequacy, and a lower standard of living overall (Vlăduţ & Kallay, 2011).
Classroom conflict in educational settings can significantly contribute to teachers
experiencing higher levels of burnout and stress. A study found that the Cultivating
Awareness and Resilience in Education (CARE) program, a training program for teachers,
had a notably favorable effect on the classroom's emotional support system. It also
enhanced teachers' social and emotional skills and improved the quality of their
interactions in the classroom (Jennings et al., 2017). A study conducted among teachers in
Canada found higher levels of support from colleagues contributed to the anticipation of
burnout, mostly leading to increased feelings of achievement and reduced
depersonalization (Greenglass et al., 1997). Different results have been reported in the
research on the labor requirements affecting each educational level. A study conducted
during the pandemic compared burnout syndrome markers among teachers at different
levels of education. The findings showed that basic education teachers presented higher
scores of burnout rates compared to higher schools (Ramos et al., 2023).
In the context of Bangladesh, studies conducted on the causes of teacher burnout have
emphasized demographic and work environment as factors contributing to teacher
burnout. Hossain et al. (2021) investigated the influence of several demographic factors on
teachers' involvement in extra-teaching assignments. These factors included teaching
experience, types of school, working hours, and gender. Moreover, a study identified three
work climate factors named Innovation, Professional Growth, and Recreation that
significantly affect at least one component of teacher burnout as well as the overall burnout
score (Hossain & Sultana, 2022). Organizational factors contribute to teacher burnout and
its effects are still unknown which we conduct in this study.
According to our knowledge, no published research has been done on the causes and
effects of teacher burnout in any particular region of Bangladesh. Therefore, this study
enables a more comprehensive contextualization of Bangladesh's educational environment
with respect to the prevalence, causes, and effects of teacher burnout. Thus, the objective of
this study is to address the knowledge gap in existing literature in this field. Consequently,
the study will further create appropriate interventions to assist teachers' mental health and
well-being, add to the existing body of literature, and encourage further study in this area.
Considering all the above, the purpose of this study was to explore the prevalence, causes
and effects of burnout in the context of Bangladesh. The specific objectives of this study
include:
509
1. To find out the prevalence of burnout among non-government secondary school
teachers.
2. To investigate the causing factor of burnout among non-government secondary school
teachers.
3. To explore the perceptions of teachers regarding the effects of burnout among nongovernment secondary school teachers.
The study is significant because it will help policymakers to develop intervention
strategies to enhance teachers' mental health and well-being as well as students' academic
progress.
Theoretical framework
Theoretical models examining the relationship between effective classroom
instruction and teacher well-being suggest that burnout can influence students'
learning experiences and achievements (Chang, 2009). Out of all these theories, the
prosocial classroom model is the most applicable to the current study. The theory argues
that the psychological state and socioemotional functioning of teachers affect their ability
to effectively deliver instruction and regulate classroom behaviors. These attributes will
eventually affect the achievements of students, including performance and motivation
(Jennings & Greenberg, 2009).
Furthermore, burnout theory itself offers theoretical explanations. Regarding this
specific issue, Maslach and Leiter (1999) posited that teacher burnout, particularly
emotional exhaustion, and cynicism, will result in reduced engagement and dedication
during lesson planning, as well as less positive social conduct towards students (Madigan &
Kim, 2021). Additionally, Burnout can also lead to other withdrawal symptoms, such not
attending classroom (Taris, 2006). Teachers who are emotionally exhausted and cynical will
be more judgmental of students' performance and provide less help. As a result, students
may experience a decrease in their sense of competence and a reduced motivation to engage
in learning for the reason of itself. Consequently, this can lead to a decline in their overall
learning ability and the quality of their learning. The condition of burnout can create a
significant gap between students and teachers, which in turn can harm students' feelings of
relationships, mental wellness, and sense of belonging.
METHOD
This study has adopted an explanatory sequential mixed method to effectively
address the research questions and objectives, requiring both qualitative and quantitative
methods. Utilizing mixed-method research can provide a more comprehensive and precise
representation of the causes and addressing of burnout (Mahmoodi‐Shahrebabaki, 2019).
Explanatory sequential mixed methods includes first obtaining quantitative data, then
collecting qualitative data to provide more insight or explanation of the quantitative
findings (Creswell, 2012). In this study, first, the researcher collected quantitative data to
find out the prevalence, causes, and effects of teacher burnout. Then, qualitative data were
collected to explore further insights into the causes and effects of teacher burnout.
510
Study area
The research population comprises all non-government high school teachers who are
under the Monthly Pay Order (MPO) in the Panchagarph district of Bangladesh. MPO refers
to the government portion of the salary of non-government educational institutions.
Although this study focuses on teacher burnout in a specific district of Bangladesh, the issue
exists throughout the country. The researchers also find that this area is one of the
representatives as a sample of other areas in Bangladesh. The findings of this localized study
represent a larger national trend, providing insight that can be applied to similar contexts
across Bangladesh.
Sampling design
The study selected participants using both probability and non-probability sampling
techniques. In the process of quantitative data collection, a stratified random sampling
technique was employed to select 25 schools. Subsequently, a simple random
sampling technique was employed to choose 242 teachers from these schools. For the
qualitative data collection, a purposive sampling approach was utilized to choose 15
teachers who have recently experienced mental stress and exhaustion. According to
Sandelowski (1995), A sample size of 10 would be adequate to collect qualitative data on a
homogeneous population.
Table 1. Socio-demographic characteristics of study participants
Socio-demographic variables
Age (years)
Sex
Marital Status
Educational Qualification
Teaching Experience
28 to 38
39 to 48
49 to 58
Male
Female
Merited
Unmerited
Degree
Honors
Masters
Below 3 years
3‐6 years
7‐10 years
11‐14 years
Above 14 years
Frequency
(N=242)
46
100
96
153
89
229
13
62
111
69
24
17
15
21
165
Percentage of the
Respondents
19.01
41.32
39.67
63.2
38.8
94.63
5.37
25.62
45.87
28.51
9.9
7
6.2
8.7
68.2
Data collection instruments
The quantitative aspect of this study involved administering structured
questionnaires, while the qualitative component consisted of conducting In-depth
interviews (IDIs). Data was collected in two phases: first, administering a questionnaire
511
from October to November 2023, followed by conducting in-depth interviews in December
2023.
The structured questionnaire is designed to assess various aspects of teacher burnout
through a comprehensive, four-part approach. The first part gathers sociodemographic
characteristics. The second part utilizes the Maslach Burnout Inventory-Educator Survey
(MBI-ES). MBI-ES comprises a 22-item instrument that assesses personal accomplishment,
depersonalization, and emotional exhaustion. The frequency with which teachers identify
with the statements is determined and indicated using a 7-point Likert scale: 0 (never), 1 (a
few times a year or less), 2 (once a month or less), 3 (a few times a month), 4 (once a week),
5 (a few times a week), and 6 (every day). For each of the three dimensions, High-level
burnout was defined as emotional exhaustion scores ≥30, moderate burnout as 18–29, and
low-level burnout as 0–17. In a similar vein, depersonalization ratings fell into three
categories: low, 6–11, and 12 and above. Lastly, 0–33 was high, 34–39 was moderate, and
40 and above was low for personal accomplishment. A Cronbach's alpha of 0.823 was found
for the entire scale when the MBI-ES questionnaire's internal consistency was assessed.
This indicates that the scale is reliable. In the third part, respondents identify potential
causes of burnout using a multiple-choice format, which allows multiple options to be
selected in a question. This approach was chosen because a teacher can experience burnout
from multiple sources. Finally, explores the effects of burnout using a Likert scale. This
included 8 linear scale questions, ranging from strongly agree (1) to strongly disagree (5).
The Cronbach's alpha for the Likert scale measuring the effects of burnout is 0.778. which
indicates that the scale is reliable.
The in-depth interview method was used to gain insight into teachers' emotional
states, their experiences with burnout, and the effects of their experiences with burnout. A
semi-structured question was used to collect qualitative data. To ensure the clarity and
comprehensibility of the question, a pilot interview with 2 teachers was conducted
beforehand. Feedback and observations from the pilot study were used to refine the
language and content of the final questionnaire. The participants were asked a series of
insightful inquiries related to the study's objectives, with each interview extending between
30 to 50 minutes.
Data analysis and interpretation
IBM SPSS version 25 was utilized for all statistical analysis of quantitative data.
Descriptive statistics were summarized for sociodemographic characteristics, Likert scale
as well as prevalence estimates of the teacher's burnout. On the other hand, qualitative data
from the interviews were analyzed by thematic analysis. The analysis procedure adheres to
Braun and Clarke (2006), six-step strategy, which includes: familiarizing oneself with the
data, creating preliminary codes, recognizing themes, evaluating themes, defining and
classifying themes, and finally, preparing the report.
Ethical consideration
The study was conducted following the 1964 Declaration of Helsinki and its
subsequent amendments. Prior to participating in the study, all respondents provided
verbal informed consent. Also, this study ensures certain principles, including voluntary
participation, anonymity, and confidentiality.
512
RESULTS AND DISCUSSION
Prevalence of burnout among teachers
Table 2 presents the prevalence of burnout among teachers categorized into three
domains based on the Maslach Burnout Inventory (MBI): Emotional exhaustion,
depersonalization, and lack of personal accomplishment. In the Emotional exhaustion
domain, a majority of teachers experience high levels of burnout. Specifically, 117
respondents, representing 48.35% of the sample, report high-level burnout. Moderate
burnout is experienced in 66 respondents, accounting for 27.27% of the total. However, 59
respondents, or 24.38%, experienced low-level burnout.
Table 2. Prevalence of burnout among teachers
MBI domain
Emotional
Exhaustion
Depersonalization
Personal
Accomplishment
Levels
Frequency (N=242)
Low-level burnout
Moderate burnout
High-level burnout
Low-level burnout
Moderate burnout
High-level burnout
Low-level burnout
Moderate burnout
High-level burnout
59
66
117
53
65
124
42
91
109
Percentage of the
Respondents
24.38
27.27
48.35
21.90
26.86
51.24
17.36
37.60
45.04
Depersonalization, which reflects exclusion or detachment from one's work, is a
similar pattern that shows high burnout levels among teachers. Of the sample, 51.24%, or
124 respondents, reported having experienced high-level burnout, showing that a
significant percentage of teachers more than half are suffering from high-level burnout. 53
respondents, or 21.90%, report low-level burnout, whereas 65 respondents, or 26.86%,
experience moderate burnout. The domain of personal accomplishment, which assesses
feelings of incompetence and lack of achievement in one's profession, shows a
comparatively lower occurrence of high-level burnout in comparison to the other domains.
Here, 109 respondents, or 45.04%, report experiencing high-level burnout, showing that a
significant portion of teachers experience a lack of personal accomplishment. Moderate
burnout was reported in 91 respondents, which accounts for 37.60% of the total. In the
meantime, 42 respondents, or 17.36%, have reported experiencing low-level burnout.
Causes of burnout among teachers
Table 3 shows an overview of the perception of the respondents on various factors
that contribute to burnout among teachers. The main factor mentioned as the most
significant is low salary, with a significant 87.20% (211 respondents) indicating that it is a
key contributor to burnout. Furthermore, 67.36% (163 respondents) identified the lack of
social dignity as a significant issue causing burnout. This indicates the prevalent perception
of being underpaid and inadequate respect within the profession. The lack of resources was
a significant concern for more than half of respondents, particularly 57.00% (138
513
respondents). This underscores the challenges that teachers face in delivering high-quality
education as a result of inadequate resources and materials. Furthermore, 53.70 % of the
respondents (130 individuals) indicated that the absence of professional development
training is a significant concern. This indicates the lack of training hampers their personal
and professional development and is a contributing factor to increased stress levels.
Table 3. Respondents’ perception of factors that contribute to the burnout
Factors
1. Low Salary
2. Lack of Social Dignity
3. Lack of Adequate Resources
4. Lack of Professional Development Training
5. Additional Class
6. Lack of Personal Freedom
7. Additional Duty
8. Conflict with colleagues
9. Long Working Hours
10. Rigid Administration
Frequency
(N=242)
211
163
138
130
107
89
74
65
58
42
Percentage of
the Respondents
87.20
67.36
57.00
53.70
44.20
36.77
30.60
26.86
23.97
17.35
*Respondents were asked to mention the cause of burnout (multiple responses
accepted)
In addition, burnout was reported as the consequence of the workload of additional
classes by 44.20% (107 respondents), meaning that too much of teaching responsibilities
without adequate remuneration or support is a significant concern. Personal autonomy is a
significant component, as shown by 36.77% (89 respondents), who stated that a lack of
personal freedom leads to burnout. 30.60% (74 respondents) believe that burnout may
arise from additional duties beyond their usual teaching responsibilities. The data indicates
that 26.86% of the respondents (65 teachers) experienced conflict with colleagues. This
shows the noticeable impact of interpersonal issues on the well-being of teachers in the
workplace. Long working hours are a concern for 23.97% (58 respondents), indicating a
negative impact on teachers' health and self-esteem. Finally, the analysis showed that
17.35% of the participants (42 individuals) recognized rigid administration as a significant
factor.
Low wages: A majority of respondents claim that low wages directly contribute to
financial stress among teachers. This could lead to dissatisfaction, loss of motivation, and in
some cases the necessity of looking for additional jobs to meet financial requirements. In
addition, proficient students do not pursue a career in teaching at this level. Nongovernment Secondary-level teachers in Bangladesh are among the lowest-paid in South
Asia (Suman, 2024).
One of the respondents expressed, “It has become increasingly difficult to meet
the monthly household expenses and the education of two school-aged children
514
from my current salary. Sometimes I have to borrow or bank loan to meet the
needs of the family.”
Another respondent shared, “Apart from teaching, I have to do another job to
support my family. It is becoming very difficult to make a living with the amount
of salary we get.”
Lack of social dignity: According to John Adams, “Teachers are a maker of man.”
Teaching is a profession that requires respect and acknowledgment from society. Teachers
experience feelings of exhaustion and frustration when they feel undervalued and when
their contributions are not recognized.
A respondent stated, "The social and economic statuses in our society are
interconnected, However, the present salaries for teachers represent a challenge
in terms of maintaining a respectable social life. Teachers often face various
forms of social neglect and are undervalued due to their financial conditions.”
Lack of adequate resources: Effective teaching practices might be hampered in
classrooms by inadequate resources. Teachers might face challenges with maintaining
student engagement and addressing the various needs of their students, which leads to
feelings of frustration and exhaustion. Based on the teacher's interviews, it has been found
that every non-government school has a shortage of adequate resources. As a result,
teachers often face various problems during teaching.
One of the teachers said, “I always have to buy whiteboard markers myself to
conduct my classes, which adds to my expenses. Additionally, I often encounter
problems with the school's only multimedia classroom, which we have to share
with multiple teachers. Sometimes, two or three teachers need the multimedia
classroom at the same time, which makes it difficult for me to teach the prepared
lessons.”
Lack of professional development training: To remain motivated and efficient,
teachers need to maintain continuous professional development. Teachers who lack
training and professional growth opportunities may feel stagnant in their professions and
struggle to stay informed about the most effective methods of teaching.
One of the teachers stated, “Teachers are human and can experience stress and
frustration. Therefore, it is essential to provide teachers with training in stress
and depression management along with professional development
opportunities. With this support, they can be effective in the classroom and
maintain their well-being.”
Undertaking enormous additional classes: Taking additional classes or teaching
responsibilities outside of the regular workload can increase stress and fatigue. This
reduces the time available for planning, grading, and personal time, affecting overall job
satisfaction and effectiveness.
515
One of the teachers said, “A large number of students study in my school. Every
day, I had to teach 5 to 6 classes, each with substantial preparation.
Unfortunately, I frequently do not have enough time to prepare well, which
causes a lot of stress and lowers the quality of my teaching.”
Lack of personal freedom: Some administrative controls and procedures restrict the
decision-making power of teachers in education systems, which can be excessively
bureaucratic. At this level, job mobility does not exist. Teachers are restricted from
transferring to other institutions. This lack of autonomy can lead to frustration and a sense
of being undervalued as professionals.
One respondent shared, “As a teacher at this level, I cannot transfer to another
institution even if I want to. Even though the school is 15 km from my home, I
still have to travel such a long distance to attend school regularly, which adds
to my sense of confinement and lack of flexibility.”
A lot of additional duties: In addition to teaching, teachers frequently supervise
extracurricular activities, manage administrative duties, and participate on committees.
Even while these tasks are essential, they may increase stress levels from the burden and
take away from time spent preparing lessons and taking care of oneself.
One of the teachers said, “Encouraging and facilitating student learning is one
of my core responsibilities as a teacher, and I work hard to do this. Nevertheless,
I feel stressed and overburdened when I am given additional duties, that
take me away from my core responsibility for teaching students.”
Conflict with colleagues: The responding teachers shared their opinion that there
are always silent conflicts in work environments, some of which are understandable and
others that are not. These conflicts may result from several factors, including ego conflicts
or jealous feelings brought on by one's overqualification. A toxic work environment can be
created by unresolved disagreements among colleagues or by bad interpersonal
interactions. Teachers' well-being and job satisfaction may be negatively impacted by
stress, anxiety, or feelings of isolation.
One of the teachers stated, “When someone criticizes my work and questions
my responsibility, it leads to a conflict. A work environment should be friendly
and supportive; otherwise, working gets taxing and creates mental exhaustion.
This unfavorable environment can have a negative influence on both personal
as well as professional well-being.”
Long working hours: Teaching encompasses not only instruction in the classroom
but also lesson planning, assessing, discussions, and communication with parents. The
physical and emotional exhaustion that might result from the long hours spent on these
activities can harm personal life balance and job performance.
One of the teachers expressed, “I have to work at school from 9 a.m. to 4 p.m.
Furthermore, I have to do administrative work after returning home. Managing
516
personal and professional responsibilities frequently causes me stress. I've been
at my current job for 20 years and am restless about it.”
Rigid administration: A rigid administration often creates an undesirable work
environment, which makes teachers uncomfortable. Many teachers argue that a strict
administration puts too much pressure on them, which makes it challenging for them to
carry out their duties effectively while maintaining a positive attitude toward their work.
This affects the teacher's overall well-being and job satisfaction.
One of the teachers said, “I was harassed several times by the School Managing
Committee (SMC). They attempt to exert their influence in various ways, which
seems quite concerning to me.
Effects of burnout among teachers
Table 4 presents the respondents' perceptions on the effect of burnout among
teachers, which were obtained from a survey that included several statements. The
evaluation of each statement is determined by the proportion of participants indicating a
range of agreement, which ranges from 1 = Strongly Agree to 5 = Strongly Disagree.
Additionally, the mean and standard deviation scores serve to represent the average
response and variability, respectively.
Table 4. Respondents’ perception on effects of burnout among teacher
Statement
SA
(%)
43.0
A
(%)
33.9
N
(%)
9.9
D
(%)
5.4
SD
(%)
7.9
Mean
Standard
Deviation
1.207
Teacher burnout negatively
2.01
affects classroom instruction
Teacher Burnout hinders a
34.7 41.3 7.4
7.0
9.5
2.15
1.241
teacher's professional
development
Teacher burnout affects
20.2 39.3 9.9
21.1
9.5
2.60
1.282
enthusiasm and motivation
for teaching
Teacher burnout contributes
19.8 26.4 22.7 23.1
7.9
2.73
1.239
to teacher turnover
Teacher Burnout affects the
26.0 54.5 5.8
7.4
6.2
2.13
1.077
quality of education
Teacher burnout affects the
23.1 45.0 11.6 15.7
4.5
2.33
1.130
teacher‐student relationship
A teacher's burnout harms
39.3 39.3 7.4
7.4
6.6
2.03
1.168
students' academic
achievement
Teacher burnout is a barrier
28.9 40.5 7.9
15.3
7.4
2.32
1.247
to educational innovation
and progress
Note: SA= strongly Agree, A = Agree, N = Neutral, D = Disagree, SD = Strongly Disagree
517
A considerable percentage of the respondents share the belief that teacher burnout
negatively affects classroom instruction. Specifically, 43.0% strongly agree and 33.9% agree
with this belief. This leads to a mean score of 2.01 and a standard deviation of 1.207. There
is a clear agreement that burnout negatively affects the effectiveness of classroom teaching.
About professional development, 34.7% of participants strongly agree and 41.3% agree that
burnout serves as a challenge, leading to a mean score of 2.15 and a standard deviation of
1.241. This result indicates that burnout is recognized as a significant obstacle to teachers'
professional development. The statement about the effect of burnout on enthusiasm and
motivation for teaching is moderate, with 20.2% strongly agreeing and 39.3% agreeing. The
result is a high mean score of 2.60 and a standard deviation of 1.282, suggesting a certain
degree of disagreement but ultimately indicating the general acceptance of its negative
effects.
The effect of burnout on teacher turnover is recognized, whereas less consistently,
with 19.8% strongly agreeing and 26.4% agreeing. A accepted degree of agreement with an
extensive range of responses is indicated by a mean score of 2.73 and a standard deviation
of 1.239. This suggests that while burnout is a contributing factor, other factors may also
have a substantial impact on turnover. The majority of respondents, including 26.0% who
strongly agree and 54.5% who agree, hold the opinion that burnout harms the quality of
education. With a mean score of 2.13 and a standard deviation of 1.077, the opinion is
agreed. There is a clear agreement that burnout affects the quality of education. In terms of
the effect on teacher-student relationships, 23.1% of the respondents strongly agree and
45.0% agree, leading to a mean score of 2.33 and a standard deviation of 1.130. There is an
agreement that burnout has negative effects on these relationships. A large majority of
respondents 39.3% both strongly agreed or agreed that burnout harms students' academic
achievement. The results show that there is little variation in the respondents' opinions, as
seen by the mean score of 2.03 and standard deviation of 1.168. Finally, 40.5% of
respondents agreed and 28.9% strongly agreed that burnout is a barrier to innovation and
progress in education. The mean score is 2.32, with a standard deviation of 1.247 are
obtained from this, suggesting an overall agreement with some disagreement regarding the
degree of its impact.
Poor classroom instruction: Effective instruction is frequently hampered by
burnout among teachers. Emotionally and physically exhausted teachers could find it
challenging to motivate their students, which would lead to uninteresting lessons and lower
outcomes for learning.
One of the teachers expressed, “When I am exhausted, I experience a decline in
my ability to remember things and become less organized. This can result in the
disruption of the class's flow, as well as the slipping away of materials and
overlooked responsibilities.”
Barriers to professional development: Teachers' engagement in professional
development is significantly reduced by burnout. Teachers often lack the motivation and
energy to self-learn and participate in training on their own when they feel overwhelmed
and exhausted. This isolation can result in a lack of opportunities to learn new teaching
techniques and not stay updated with the latest instructional developments and techniques.
518
One respondent stated, “When people are psychologically weakened, they will
unconsciously neglect their regular duties and responsibilities. Similarly, if a
teacher is not psychologically good enough, how can he think about his
professional development?”
Reduces teaching enthusiasm and motivation: Many teachers argue that a
teacher's dedication to their profession and enthusiasm for teaching is hampered by
burnout. This lack of enthusiasm can have a negative influence on the classroom
atmosphere and the engagement of students.
One of the teachers explained, “I carefully organize lessons in advance and teach
students interestingly when I am mentally well. However, when I have trouble
staying mentally well, I experience challenges with enthusiasm and dedication in
the classroom.”
Teacher turnover: Burnout frequently leads to high turnover rates in the teaching
profession. When teachers receive inadequate salaries and feel unsupported, they may
leave their profession in pursuit of better opportunities and benefits. Based on this research
survey, 52.9% of teachers would leave the teaching profession and pursue another
profession if allowed to do so.
One of the teachers said, “Every individual desire to lead a prosperous life.
Teachers at MPO schools struggle to maintain a satisfactory standard of living
due to their low salaries. Teachers will switch to other professions if given a
chance.
Low quality of education: Some teachers argue that the overall quality of education
that is delivered may suffer as a consequence of burnout. Teacher who suffering burnout
might be unable to efficiently teach lessons or provide essential assistance and guidance to
their students when they are in the educational setting.
One respondent shared, “Teachers with creative thinking skills are required to
ensure the quality of education. But how does creativity exist when a teacher is
psychologically troubled?”
Deterioration of teacher-student relationships: Teachers and students may
experience strained relationships due to burnout. Many teachers argue that ideally, this
relationship should be one of sincerity and trust. However, in reality, this is not happening
because teachers often do not come to class with a positive attitude. The willingness of the
teacher to connect with and assist their students is negatively impacted when they are
emotionally exhausted, as they might demonstrate less empathy and patience in the
classroom.
One of the teachers expressed, “When I was mentally upset, I naturally didn't
care about my students. I had less interaction with students. I was in angry mode,
which made students afraid to interact with me.”
519
Low academic performance: Teachers who are exhausted may lead to reduced
academic performance among their students. To be effective in teaching, teachers must
possess a combination of energy, concentration, and dedication, which can be severely
hampered by exhaustion.
One of the teachers stated, “If a teacher cannot teach his students effectively in
the classroom due to his lack of energy, then as a result of his shortcomings,
students may achieve poor performance.”
Barriers to educational innovation and development: Experiencing burnout
might hinder the ability to be creative and innovative in teaching practices. Teachers who
are burdened by their workload or administrative responsibilities may lack the energy or
ability to learn about innovative teaching techniques or incorporate new technologies into
their classes.
One of the teachers explained, “The secondary level is fundamental for a
student's progress. If a student is unable to make progress at this stage, they
might face difficulties in making significant contributions to their country or
society in the future. Establishing an adequate educational foundation needs an
adequate number of highly qualified teachers. But there is a lack of qualified
teachers at this important stage.”
In the context of Bangladesh, the present study aimed to explore the prevalence,
causes, and effects of teacher burnout. The results of the study showed a high prevalence of
burnout among the non-government schools in Bangladesh, with those having high
emotional exhaustion at 48.35%, high depersonalization at 51.24%, and low personal
accomplishment at 45.04%. Similarly, a study found that 49.6% of teachers experienced a
significant level of emotional tiredness, 28.7% experienced depersonalization, and 54.1%
had a sense of inefficacy (Vlăduţ & Kallay, 2011). However, Hossain et al. (2021) carried out
a study on secondary schools in Dhaka, Bangladesh, specifically focusing on nongovernment schools, government schools, and English medium schools. The study found
that 32% of teachers reported emotional exhaustion, 13% exhibited
high depersonalization, and 29% experienced a lower level of personal accomplishment.
Our study focused on teachers at non-government schools and found higher levels of
burnout in those three different domains. The findings reveal that teachers in nongovernment schools in Bangladesh have higher levels of burnout than teachers in other
types of secondary schools.
The study found that organizational factors contribute to burnout among teachers
and that burnout can be caused by multiple factors those are low salary, lack of social
dignity, lack of adequate resources, lack of professional development training, additional
classes, lack of personal freedom, additional duty, conflict with colleagues (Coyle et al.,
2020; McDonough et al., 2021), long working hours, and rigid administration. This is
consistent with the findings in a previous study, (Durr et al., 2014; Gold & Roth, 2013;
Larrivee, 2012; Marek et al., 2017; Xu, 2013). Moreover, the present study highlighted that
low salaries are the main cause that is contributing to burnout among teachers. This finding
is consistent with Belay et al. (2023), which reveals that low salaries are a most significant
issue for teachers, contributing to their overall job dissatisfaction, and burnout.
520
In this study, we found that Teacher burnout negatively affects classroom instruction,
quality of education, and the teacher-student relationship. Previous studies (Sims, 2013; Oh,
& Wolf, 2023) have also reported that teacher burnout has a detrimental effect on classroom
instruction, leading to lower-quality teaching and reduced relationships with students. The
effectiveness of instruction and subsequent achievement can be associated with teachers'
ability to properly plan for their classes, including the creation and distribution of
instructional materials (Maslach & Leiter, 1999). Nevertheless, the quality of education and
the relationships between teachers and students might decrease significantly as an effect of
burnout (Skaalvik & Skaalvik, 2020).
The findings of this study suggest that teacher burnout has negative effects on
student's academic achievement and reduce enthusiasm and motivation for teaching. The
findings are consistent with previous studies (Arens & Morin; 2016; Madigan & Kim, 2021).
Similarly, a severe level of burnout could result in decreased self-efficacy among teachers,
(Gold & Roth, 2013; Herman et al., 2018; Marek et al., 2017; Skaalvik & Skaalvik, 2014). Our
study highlights that 78.6% of respondents agreed that burnout harms student academic
achievement due to decreased self-efficacy among teachers.
Skaalvik and Skaalvik (2020) found a significant relationship between emotional
exhaustion and self-perceived accomplishments, and teacher job satisfaction, as well as
the preference to leave the profession. Similarly, we observed that teacher burnout is a
consequence of job satisfaction, which ultimately contributes to teacher turnover or the
tendency to change the profession. The findings of this study also suggest teacher burnout
negatively impacts a teacher's growth as a professional, as they frequently lack the
motivation and energy to engage in self-directed learning and training when they
experience feelings of exhaustion and burnout. This is consistent with Fiorilli et al. (2020),
which report teachers' confidence in in-service training is negatively effects by burnout,
which affects their professional learning opportunities.
Furthermore, the study found that innovation and progress in education are hindered
by teacher burnout. An emotionally exhausted teacher is unable to acquire new
technologies to use in the classroom or find creative ways to teach, which may hinder
innovation and progress in education. These findings suggest that educational
administrators should pay special attention to burnout symptoms among teachers.
However, our data does not allow for more regarding coping mechanism strategies for
teacher burnout, which is an important question that should be explored in future research.
Finally, an experimental study may find more comprehensiveness in exploring the effects of
teacher burnout.
The study has several limitations, it only included non-government teachers from
Panchagarh district of Bangladesh, which may not be representative of other teachers in the
entire country. Also, only 38.8% of the study's participants were female, keeping the
majority of participants 63.2% male, which may limit the generalizability of the results.
Furthermore, the sample taken here is comparatively small which limits the scope of the
findings to generalize to the entire population.
CONCLUSION
This study aims to enhance our comprehension of the prevalence, causes, and effects
of burnout within the teaching occupation in Bangladesh. This study showed that there is
521
an alarming level of burnout among non-governmental school teachers in the Panchagarh
district of Bangladesh. One of the most imperative factors is low wages, which contributes
to high levels of burnout among the non-government school teachers. The study emphasizes
the significance of schools adopting interventions that increase resiliency, reduce stress,
and provide an encouraging working atmosphere to improve teacher well-being by
determining the prevalence, causes, and effects of teacher burnout.
Based on the research findings, it is possible to offer recommendations to school
administrators and policymakers in Bangladesh in order to address and reduce burnout
among teachers. The government should immediately adopt a comprehensive professional
development program for teachers at the school level, encouraging them to improve and
develop in their teaching careers. As a result, it is critical to equip instructors with
professional development opportunities as well as depression and stress management
training. Policymakers could address teacher burnout by boosting education spending,
which may help enhance teacher pay, resources, and working conditions at nongovernment schools. School administrators play a significant role in decreasing teacher
burnout by fostering a healthy school culture. Additionally, reducing the administrative
burden on teachers by implementing flexible work schedules can help manage workloads.
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