{"id":9167,"date":"2024-10-09T18:54:49","date_gmt":"2024-10-09T17:54:49","guid":{"rendered":"https:\/\/icertpublication.com\/?page_id=9167"},"modified":"2024-10-13T04:02:15","modified_gmt":"2024-10-13T03:02:15","slug":"burnout-among-school-teachers-in-india-a-review-of-the-literature","status":"publish","type":"page","link":"https:\/\/icertpublication.com\/index.php\/shodh-sari-2\/sodh-sari-vol-3-issue-4\/burnout-among-school-teachers-in-india-a-review-of-the-literature\/","title":{"rendered":"Burnout Among School Teachers in India: A Review of the Literature"},"content":{"rendered":"\t\t
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Burnout Among School Teachers in India: A Review of the Literature\n<\/h4>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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Pandey, Shruti<\/span>1<\/span><\/span><\/p>

1<\/span><\/span>PhD Research Scholar, Department of Psychology, Faculty: Humanities, Languages and Social Sciences, Shri Venkateshwara University, Uttar Pradesh<\/span><\/p>

Sayed, Soofia<\/span>2<\/span><\/span><\/p>

2<\/span><\/span>Research Guide, Department of Psychology, Faculty: Humanities, Languages and Social Sciences. Shri Venkateshwara University, Uttar Pradesh<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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Abstract\n<\/h6>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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Among teachers in India, burnout is pervasive and has far-reaching implications for their well-being, efficiency in teaching as well as outcomes of their students. This review seeks to provide a complete literature summary on teacher burnout in the country, addressing its incidence, causatives, ramifications, and possible approaches to handling it. A search through major databases identified 50 relevant papers. It was discovered that teacher burnout in India is characterized by heightened emotional exhaustion cases, depersonalization together with low personal accomplishment rates. Predictors of burnout include excessive workload, lack of autonomy or control unrealistic expectations, poor working conditions and low pay and benefits. Burnout manifests itself through various ways including mental illnesses like depression and physical health problems such as fatigue; loss of productivity; and intentions to quit work soonest possible. The interventions should be based on supporting evidence. These will include workload management strategies for the teachers\u2019 support in decision making processes among other intervention techniques. This paper therefore recommends that evidence-based interventions like workload management strategies and autonomy support systems be put in place to tackle this issue.<\/span><\/p>

Keywords<\/span>: Burnout, Teacher Stress, Mental Health, Teaching, Workload<\/span><\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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Impact Statement<\/h6>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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That is to say that the critical insights, for example, those learned during a review on the burnout of school teachers in India by Shruti Pandey and Dr. Soofia Sayed, give critical insights into the harmful effects of burnout on teachers. Their comprehensive analysis of 50 studies emphasizes the fact that there is an urgent need for systemic interventions to address the root causes of burnout: excessive workloads, inadequate control over work, and insufficient rewards. It has been established that teacher burnout adversely affects quality teaching and student outcomes in addition to personal well-being. The best available evidence on better management of workloads and improved support systems, therefore, is of interest to policymakers and educational institutions in light of their applicability. The review thus advocates for implementation as a key reform support toward creating healthier work environments, improving teacher retention, and fostering high-quality education for students. The significance of this study lies in the hope that it holds for effecting meaningful changes in actual educational practices and policies, with overall benefits to the educators and students alike in the whole of India.<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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About Author<\/h6>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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\u00a0<\/p>

Ms. Shruti Pandey is a Practising Counsellor trained from NCERT, New Delhi and Resource Person for CBSE, NCERT, NDMC. Ms. Pandey is currently working as a master trainer for mental health related themes and practising as a Counsellor. She has supervised counselling sessions for Diploma in Guidance and Counselling at NCERT. She is an active member of Manodarpan Initiative NCERT and takes live tv sessions at PMEVIDYA Channel. Furthermore, she is also registered in \u2018Prasar Bharti\u2019 and has conducted live TV Talk Shows on Doordarshan (DD National). She is also registered as the International Affiliate Member of American Psychological Association. She has conducted CBSE Capacity Building Programme in more than 170 schools of Delhi NCR along with POCSO\/POSH training for more than 300 NDMC Principals and Head of Schools. Ms. Pandey is a registered career counsellor at National Career Service under the Ministry of Employment and Labour. She has worked with IB Global schools and CBSE school as Senior School Counsellor.<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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References<\/h6>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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\u00a0<\/p>

  1. Arora, A. (2013). Burnout among secondary school teachers. International Research Wisdom, e-ISSN-2320-5466,\u00a0February, 10\u201311.<\/span><\/p><\/li>

  2. Bartlett, L. (2004). Expanding teacher work roles: A resource for retention or a recipe for overwork? Journal of Education Policy, 19(5), 565\u2013582. <\/span>https:\/\/doi.org\/10.1080\/0268093042000269144<\/span><\/a><\/p><\/li>

  3. Basi, S. K. (1991). A study of the teaching competency of language teachers in relation to their job satisfaction, locus-of-control, and professional burnout [Unpublished doctoral dissertation]. Panjab University.<\/span><\/p><\/li>

  4. Demerouti, E., Bakker, A. B., & Leiter, M. (2014). Burnout and job performance: The moderating role of selection, optimization, and compensation strategies. Journal of Occupational Health Psychology, 19(1), 96\u2013107. <\/span>http:\/\/doi.org\/10.1037\/a0035062<\/span><\/a><\/p><\/li>

  5. Mahakud, G. C., & Bajaj, D. (2014). Organizational role stress and burnout among government and private school teachers in Delhi City: A comparative study. International Journal of Education and Psychology Research, 3(2), 81\u201386.<\/span><\/p><\/li>

  6. Maslach, C., & Jackson, S. (1986). Maslach Burnout Inventory manual. Consulting Psychologists Press.<\/span><\/p><\/li>

  7. Misra, K. N. (1991). Interrelationship between organizational conflict in school teachers\u2019 stress and burnout in relation to teacher\u2019s personality at primary level [Unpublished doctoral dissertation]. Utkal University.<\/span><\/p><\/li>

  8. Misra, M. (1986). A study of meaning in life-stress and burnout in teachers of secondary schools in Calcutta [Unpublished doctoral dissertation], M. S. University of Baroda.<\/span><\/p><\/li>

  9. Panda, R. (1990). Perceived family environment, life stress, burnout, and coping strategies among working and nonworking housewives in relation to social ecology [Unpublished doctoral dissertation]. Utkal University.<\/span><\/p><\/li>

  10. Ravichandran, R., & Rajendran, R. (2007). Perceived sources of stress among teachers. Journal of the Indian Academy of Applied Psychology, 33(1), 133\u2013136. <\/span>https:\/\/www.researchgate.net\/profile\/Rajaiyan-Ravichandran\/publication\/267193379_Perceived_Sources_of_Stress_among_the_Teachers\/links\/5562ea7908ae9963a11b56c6\/Perceived-Sources-of-Stress-among-the-Teachers.pdf<\/span><\/p><\/li>

  11. Shukla, A., & Trivedi, T. (2008). Burnout in Indian teachers. Asia Pacific Education Review, 9(3), 320\u2013334. <\/span>https:\/\/files.eric.ed.gov\/fulltext\/EJ835204.pdf<\/span>. <\/span>https:\/\/doi.org\/10.1007\/BF03026720<\/span><\/a><\/p><\/li>

  12. Singh, H. (1989). A study of factors influencing burnout in teachers [Unpublished doctoral dissertation]. Dayalbagh Educational Institute.<\/span><\/p><\/li><\/ol>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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    Burnout Among School Teachers in India: A Review of the Literature Pandey, Shruti1 1PhD Research Scholar, Department of Psychology, Faculty: Humanities, Languages and Social Sciences, Shri Venkateshwara University, Uttar Pradesh Sayed, Soofia2 2Research Guide, Department of Psychology, Faculty: Humanities, Languages and Social Sciences. Shri Venkateshwara University, Uttar Pradesh Abstract Among teachers in India, burnout is […]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":8763,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"site-sidebar-layout":"no-sidebar","site-content-layout":"page-builder","ast-site-content-layout":"default","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"disabled","ast-breadcrumbs-content":"","ast-featured-img":"disabled","footer-sml-layout":"","theme-transparent-header-meta":"default","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"default","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"var(--ast-global-color-4)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"ast-content-background-meta":{"desktop":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"footnotes":""},"class_list":["post-9167","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/icertpublication.com\/index.php\/wp-json\/wp\/v2\/pages\/9167","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/icertpublication.com\/index.php\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/icertpublication.com\/index.php\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/icertpublication.com\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/icertpublication.com\/index.php\/wp-json\/wp\/v2\/comments?post=9167"}],"version-history":[{"count":7,"href":"https:\/\/icertpublication.com\/index.php\/wp-json\/wp\/v2\/pages\/9167\/revisions"}],"predecessor-version":[{"id":9215,"href":"https:\/\/icertpublication.com\/index.php\/wp-json\/wp\/v2\/pages\/9167\/revisions\/9215"}],"up":[{"embeddable":true,"href":"https:\/\/icertpublication.com\/index.php\/wp-json\/wp\/v2\/pages\/8763"}],"wp:attachment":[{"href":"https:\/\/icertpublication.com\/index.php\/wp-json\/wp\/v2\/media?parent=9167"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}