Understanding teacher burnout in underprivileged government secondary schools: exploring causes and coping strategies

Abstract

Burnout among high school teachers is a critical issue that affects their professional well-being, teaching efficacy, and the overall quality of education. This study investigates the prevalence and contributing factors of burnout among high school teachers in government underprivileged schools in Dhaka. Employing a mixed-method approach, quantitative data were collected using the Maslach Educators Burnout Tool from 50 teachers, of an underprivileged school in Mirpur Dhaka while qualitative data were gathered through in-depth interviews. The quantitative findings reveal that female teachers aged 34–40 exhibit high levels of emotional exhaustion, while those aged 40–48 report low burnout in personal accomplishment. Male teachers, on the other hand, show average emotional exhaustion and depersonalization, but high burnout in personal accomplishment, particularly in the 30–57 age group. The qualitative data further uncover systemic challenges contributing to burnout, including autocratic leadership, Poor organizational structure, lack of effective training and development opportunities, and low salaries. Teachers expressed feelings of disempowerment, fear of raising concerns, and a lack of coping mechanisms to manage stress. The study highlights the urgent need for systemic reforms in the education sector. Recommendations include establishing Leadership and Training Departments in schools to provide continuous professional development, technical skill-building, mental health support, and recreational activities for teachers. Additionally, policies should prioritize participatory leadership to address autocratic practices and ensure that teachers' voices are heard in decision-making processes. This research underscores the importance of addressing teacher burnout to enhance their well-being and improve the quality of education. Future research should explore the impact of these recommendations and examine the cultural and historical roots of systemic challenges in the education system.