Stress and Burnout in Education

Stress and burnout in education have never been addressed in our meetings. The administration in our district typically says, "We're almost there, don't lose focus!"—but never asks, "How are you doing? Do you need a break?" According to Schools that Lead (2024), 55% of teachers report that they plan to leave the profession earlier than expected due to burnout and a lack of fulfillment in their roles.

The issue of teacher burnout is not new, yet it continues to be overlooked in many school districts. Teachers are expected to juggle multiple responsibilities, from lesson planning and grading to managing classroom behavior and adapting to new curriculum. In addition, many educators, like myself, take on extra duties such as coaching cheer, helping student organizations when their sponsor is not there, and attending professional development sessions. All of which, we do not get paid for the extra time we spend doing the extra duties. Despite this, there is not enough support to help teachers manage their stress levels and their well being.

One of the primary causes of burnout is the increasing pressure to meet standardized testing test which is given at the end of the school year. Our admin is constantly on us to make sure we are teaching to the test . Schools are evaluated based on student performance, which places so much stress on teachers to ensure our students achieve high scores. This pressure can lead to longer work hours before and after school, reduced autonomy in the classroom, and a focus on test preparation rather than meaningful learning experiences. Over time, this environment fosters frustration and stress, making it difficult for educators to find satisfaction in their work. It's to the point where some of us teachers go home crying due to the stress they are in.

Another contributing factor is the lack of administrative and emotional support. Many school leaders prioritize student outcomes and district wide goals over teacher well being. While educational leaders may encourage resilience and perseverance, they rarely acknowledge the emotional toll that teaching takes. Simple gestures, such as checking in on teachers, providing mental health resources, and helping to create a supportive school culture, could make a significant difference. However, in many districts, these efforts are either minimal or entirely absent. In most cases, when a problem arise, nothing happens or the administrative team is busy (AASA 2023).

Also, teachers often work beyond their contracted hours without additional pay, and in many cases, they even use their own money to purchase classroom supplies. The combination of high expectations, emotional exhaustion, and financial strain drives many educators to seek alternative careers that offer better work life balance and financial stability.

Addressing teacher burnout requires many changes. Schools should implement policies that prioritize teacher well being, such as reducing unnecessary administrative tasks, offering mental health support, and ensuring fair compensation. Additionally, fostering a school culture that values teacher input and promotes work-life balance can help retain dedicated educators. If these issues remain unaddressed, the education system will continue to lose passionate teachers, ultimately affecting student learning and overall school performance.

Reference

Schools That Lead. (2024). Teacher burnout statistics. Retrieved March 8, 2025, from https://www.schoolsthatlead.org/blog/teacher-burnout-statistics

AASA. (2023). Why teachers hate administrators. AASA, The School Superintendents Association. Retrieved March 8, 2025, from https://www.aasa.org/resources/resource/why-teachers-hate- administrators