Stress-related burnout is a significant concern in the field of education, as educators often face high levels of stress, workload demands, and emotional exhaustion. This situation has worsened since the onset of the Covid-19 Pandemic due to the abrupt changes and adaptations to teaching and learning. Educators don’t operate in isolation and stress and anxiety affect the student population as well. Extensive behavioral research has been conducted to understand the factors contributing to teacher burnout and its implications for both educators and students.
Teachers & Stress
Several studies have indicated that teacher stress, anxiety, and burnout are prevalent across various educational settings – from primary to college. Continuous stress and anxiety due to various factors eventually leads to burnout and this is associated with negative outcomes for both teachers and students. Having looked at burnout literature in other populations, the pattern is – prolonged or chronic stress seems to lead to anxiety conditions which lead to a state of burnout. This is evident in caregivers, volunteers, first responders, veterans, healthcare workers, social workers, and students. Educators however often experience high levels of stress and burnout due to factors such as heavy workloads, classroom management challenges, and the emotional demands of teaching. A study found that teachers reported higher levels of burnout compared to other professionals (Skaalvik and Skaalvik, 2010). Burnout is considered to be a state of emotional, physical, and mental exhaustion that is caused by excessive and prolonged stress. It occurs when one feels emotionally drained, overwhelmed, and unable to meet constant demands.
Teachers are at risk of developing anxiety and depression due to the chronic stress and emotional demands of their profession. A study found that teachers reported higher levels of depression and anxiety than other professional groups (Friedman-Krauss et al., 2016). Research has shown that educators may be at increased risk of experiencing these mental health issues due to the pressures of their role. One study found that teacher stress and depressive symptoms were associated with reduced job satisfaction (Oberle and Schonert-Reichl, 2016). Stress build-up, hopelessness, and job dissatisfaction lead to increased stress, anxiety, and burnout which affects other aspects of an educator’s life. Individual characteristics, such as coping strategies, self-efficacy, and personality traits, can influence how teachers respond to stress and burnout. High self-efficacy and effective coping mechanisms have been associated with lower burnout levels (Brouwers and Tomic, 2000; Schwarzer and Hallum, 2008). There are observed gender differences in how burnout affects male vs. female educators. Some studies have found that female teachers may be more vulnerable and susceptible to stress and burnout than male teachers (Dabo-Guéye and Sabarly, 2017; Yuan and Lee, 2018).
Educators who perceive a lack of autonomy and control over their work are more susceptible to burnout. Feeling micromanaged or constrained in autonomous decision-making can affect an educator’s sense of efficacy and job satisfaction (Skaalvik and Skaalvik, 2016). A study reported that feelings of hopelessness were related to lower job satisfaction and intentions to leave the teaching profession (Skaalvik and Skaalvik, 2018). High workload and job demands have consistently been identified as primary contributors to teacher burnout. This is especially true with the sudden adaptation to virtual teaching and learning due to the Covid-19 Pandemic. Teaching is an emotionally demanding profession, requiring constant engagement with students’ emotions and needs and interactions with administrators and parents. Emotional stress can contribute to emotional exhaustion and burnout, particularly when teachers face challenging classroom dynamics (Day and Qing, 2009). Persistent stress and feelings of being unable to cope with job demands can lead to hopelessness and job dissatisfaction among educators. Also, due to various factors including budgetary and personnel turnover, teachers often face large class sizes, administrative pressures, and extensive lesson planning and grading responsibilities, which in turn leads to feelings of overwhelm and exhaustion (Travers and Cooper, 1996; Kyriacou, 2001).
Burnout in educators often leads to reduced interest in events and activities outside the teaching environment. This includes reduced levels of sense of fulfillment, decreased interest and lower commitment to teaching, increased absenteeism, and turnover intentions (Maslach et al., 2001; Montgomery and Rupp, 2005). Due to burnout, educators are unable to respond to situations and often feel the need to eliminate stress-causing events from their life to maintain basic survival. Educator well-being is directly linked to student outcomes. Teachers who consistently deal with disruptive students may experience increased stress and emotional exhaustion (Chang, 2009; Oberle and Schonert-Reichl, 2016). Positive teacher well-being is related to enhanced student engagement and academic success and conversely, research has shown that teacher stress and burnout can negatively impact classroom climate and student achievement (Jennings and Greenberg, 2009).
College Professors, Chronic Stress, Anxiety, and Burnout
Like school teachers, college professors also often experience high levels of stress and burnout due to factors such as heavy workloads, pressure to publish research, administrative responsibilities, and managing student needs in a fast-changing educational environment. A study found that similar to teachers, professors reported higher levels of burnout compared to other professional groups (Kinman and Wray, 2013). Meaning, teachers, and professors, grouped as educators, often experience high levels of stress and burnout compared to any other stressed groups. Work-related stress, excessive workload, lack of resources, and classroom demands can lead to emotional exhaustion and feelings of being overwhelmed (Kyriacou, 2001; Chan and Hui, 2018). The academic environment can be highly competitive and demanding, leading to anxiety and depression in college professors as well. A study found that faculty members reported higher rates of depression and anxiety than other occupational groups (Yildirim et al., 2020). Persistent stress and feelings of hopelessness can lead to job dissatisfaction among college professors. A study found that faculty members’ feelings of hopelessness were related to reduced job satisfaction and intentions to leave academia (Brassard et al., 2006).
Instructors’ mental health can impact their teaching effectiveness and research productivity. Achieving work-life balance is a significant challenge for professors, as the academic profession often demands long hours and work on evenings and weekends. Balancing teaching, research, and personal life can contribute to stress and mental health issues (Misra et al., 2012). High levels of stress and burnout can lead to decreased engagement in teaching and research activities (Kinman and Jones, 2003). The level of organizational support from the university or college can impact the mental health of instructors. However, there is some good news – Institutions that prioritize faculty well-being through supportive policies and resources are more likely to have healthier academic environments (Kinman and Wray, 2013).
Mental Health Interventions & Yoga
Educators are encouraged to utilize various coping strategies to manage stress and maintain their mental health by school districts, departments, and mentors in higher education. Various intervention strategies have been proposed to address and prevent educator stress and anxiety. These may include professional development training, wellness activities on campus, stress management workshops, mentoring, peer support, and promoting a positive climate (Kokkinos, 2007; Wubbels et al., 2012). Educators seem to use various coping strategies to manage stress and maintain their well-being. Positive coping strategies, such as seeking social support and engaging in self-care activities, have been associated with better mental health outcomes in educators (Johnson et al., 2017). Effective coping strategies, such as seeking social support, engaging in self-care activities, and practicing mindfulness, have been associated with better well-being in educators (Jennings and Greenberg, 2009; Milner et al., 2015). Educators who perceive strong support from colleagues, administrators, and the school community are more likely to experience lower burnout levels (Borman and Dowling, 2008; Rudowicz, 2003). The availability of support systems and resources can play a crucial role in mitigating teacher burnout.
Schools and educational institutions are increasingly recognizing the importance of addressing mental health challenges on campus. Interventions such as stress reduction programs, peer support groups, and counseling activities related to well-being have shown promise in improving educators’ mental health (Jennings and Greenberg, 2009; Brown and Jones, 2013). College professors use various coping strategies to manage stress and maintain their mental health such as seeking social support, engaging in research collaboration, and practicing self-care, which have been associated with better well-being in academics (Duffy et al., 2014; Seibt et al., 2020). Interventions such as stress management programs, mindfulness training, and training on self-care have shown promise in improving overall well-being (Chan and Hui, 2018; Jennings and Greenberg, 2009).
Several studies have investigated the relationship between yoga practice and educator burnout. Studies on educator burnout and yoga have gained attention in recent years as educators across the world are facing increasing levels of stress and job-related challenges. Yoga, with its focus on discipline, physical postures, breath control, and meditative components, has been scientifically explored as a potential intervention to help alleviate burnout symptoms and improve overall well-being among educators.
Yoga practices have been shown to reduce stress levels among educators. One study has found that regular yoga practice significantly decreased perceived stress and anxiety levels in teachers (Riley et al., 2013). A study revealed that yoga intervention helped teachers manage emotions more effectively, reducing emotional exhaustion and burnout (Jennings et al., 2017). Yoga has been linked to improved overall well-being and life satisfaction in educators. A published study reported that teachers who practiced yoga experienced higher levels of life satisfaction and lower levels of burnout (Berger and Owen, 2017). Yoga intervention has been associated with improved emotional regulation as well as resilience in teachers. Yoga incorporates meditative dharana or mindfulness and self-compassion practices, which have been associated with reduced burnout symptoms among teachers. A study demonstrated that a yoga-based intervention led to improvements in mindfulness and self-compassion, contributing to decreased teacher burnout (Black et al., 2015). Regular yoga practice has been linked to increased job satisfaction among teachers. A study showed that yoga interventions contributed to higher levels of job satisfaction and lower burnout rates among schoolteachers (Hartfiel et al., 2011).
It is essential to note that yoga shows promise as an intervention for reducing educator burnout, though more research is needed to determine the long-term effects of yoga practice on educators’ well-being especially in the post-pandemic world. Additionally, individual factors, socioeconomic determinants, and life experiences along with awareness of mind-body wellness may vary from educator to educator, and other institutional factors such as organizational support and workload management also play a critical role in addressing educator burnout prevention. Overall, the growing body of evidence-based research suggests that incorporating yoga into campuses’ health, counseling and well-being programs may be beneficial in mitigating stress, anxiety, and burnout and promoting a healthier and more conducive work environment for educators with positive effects evident inside and outside the campus.
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