From Stress to Success: The Role of Educational Work Culture in Mitigating Teacher Burnout and Enhancing Teacher Performance

Description

Page: 281-288

Elvira Monteiro¹ and James Joseph² (Institute of Management and Commerce, Srinivas University, Mangaluru, Karnataka^1,2 and Assistant Professor of Management, The Yenepoya Institute of Arts, Science Commerce & Management, Yenepoya (Deemed to be University), Mangalore, Karnataka¹)

Teacher burnout is a growing concern that negatively affects educators’ mental health and job performance. It is influenced by both organizational factors, such as leadership and school climate, and individual factors, including resilience and coping strategies. This study aims to explore the impact of organizational and individual factors on mitigating teacher burnout and enhancing performance. A systematic review of peer-reviewed journal articles published between 2013 and 2023 was conducted. Studies were selected based on their focus on organizational factors (e.g., leadership styles, school climate) and individual traits (e.g., resilience, coping strategies) related to teacher burnout. The findings suggest that positive organizational factors, including transformational leadership, a supportive school climate, and opportunities for professional development, significantly reduce teacher burnout. In contrast, poor leadership and excessive workloads contribute to higher stress and dissatisfaction. On the individual side, resilience, self-efficacy, and adaptive coping strategies were found to play a critical role in managing burnout. To reduce teacher burnout and enhance performance, schools should implement supportive leadership practices, create a positive school climate, and provide resilience-building opportunities. These interventions, at both organizational and individual levels, are essential for creating healthier educational environments.