Vol. 11 #1 Teacher Wellness as a Remedy to Teacher Burnout
Teacher Wellness as a Remedy to Teacher Burnout
Vance Austin, PhD
As teachers across the country return to the classroom and the job they love, participation in teacher wellness practices can mitigate teacher burnout and help to keep a good teacher in the classroom.There are many reasons that teachers leave the profession, principally, due to unruly students, a lack of control over the work environment, a sense of disempowerment, a dearth of administrative support that includes the provision of mentoring and quality as well as a lack of sustained professional development (Fernet, Guay, Senecal & Austin, 2011). In fact, approximately 35% of new teachers leave the profession within the first three years of employment and between 40 and 50 % of teachers will leave the classroom within their first five years of teaching (Ingersoll, Merrill, & Stuckey, 2014). Seidel (2014) found that 15% or 500,000 U.S. teachers leave the profession every year. The pressure to prepare students to take and pass an increasing number of required high stakes tests is also a contributing factor. Nevertheless, there are things that novice and veteran teachers can do to guard against “teacher burnout” and help sustain their love of the profession and desire to make a difference in the lives of students. Sutcher, Darling-Hammond, and Carver-Thomas (2016) have identified dissatisfaction with administrators and a perceived lack of support from them, a lack of control over teaching methods, the increase in testing and accountability pressures, unhappiness with the working conditions, as well as minimal accommodation for parental leave as the most typically cited causes of teacher attrition.
The Case for Teacher Self-Care
Merriam-Webster (2015, p. 1) describes the term “burnout” as a condition caused by exhaustion due to a demanding job. Some researchers have determined that teaching constitutes the hardest job one can do in our society (Glasser, 1992). Seventy-three percent of teachers surveyed in a recent study reported that they are “often” under stress, with 48% stating that they regularly experienced greatstress in conjunction with their duties (American Federation of Teachers, 2015). Compounding teachers’ stress levels are the demands of a profession that is constantly in flux and celebrates sweeping curricular changes, and an ever-increasing list of duties and responsibilities. Neufeldnov (2014), notes that teachers are less able to provide quality instruction when they are stressed and overworked.
These data highlight the need for effective teacher self-care strategies to help reduce teacher burnout and promote recovery. Examples of these suggested reforms include: (a) prioritizing, consolidating, and better organizing teacher tasks and responsibilities so they are not overwhelmed, (b) facilitating the adoption of well-researched interventions and instructional technologies, (c) help improve the effectiveness and viability of teacher preparation programs by using data to inform educational decision-making (Grant Rankin, 2017).
Warning Signs of Teacher Burnout
Research suggests that American teachers don’t do a good job of self-assessment, self-reflection, and, consequently don’t take good care of themselves. One theoretical perspective that has been used to explain this phenomenon comes from Hofstede’s Dimension Scale (Glad