Teacher Burnout: Causes and Possible Solutions

Dr. Michelle Fazio-Brunson, Northwestern State University of Louisiana

Dr. Mary Beth Nicholson, Carnegie Learning

Faith Birdwell, Northwestern State University of Louisiana

Introduction

Burnout is a common experience among professionals in emotionally demanding fields, and early childhood educators are particularly vulnerable due to the intensity and complexity of their work (Zhou et al., 2024). The article explores the causes of teacher burnout, drawing from both research and practitioner perspectives, and presents a range of preventative strategies and resources to support educators. Understanding burnout is essential not only for improving teacher well-being but also for ensuring high-quality outcomes for young children.

Primary Causes of Teacher Burnout

Click and Karkos (2008) identified five major causes of teacher burnout: lack of professional recognition, time pressures, unrealistic expectations, classroom management challenges, and administrative incompetence or insensitivity. These factors still apply today, with the addition of financial stress, collectively creating a work environment that can be physically exhausting and emotionally draining (Bates et al., 2025).

Lack of Professional Recognition

A lack of professional recognition remains a persistent concern (Lin et al., 2022). Early childhood educators often receive lower salaries and fewer benefits compared to professionals in other fields. This inequity contributes to feelings of being undervalued, which can diminish morale and increase emotional exhaustion. When teachers perceive that their contributions are not respected, their commitment to the profession may weaken over time.

Time Pressures

Time pressures further intensify burnout (Maas et al, 2021). Teachers typically work long hours with children, but their responsibilities extend far beyond the classroom. Tasks such as lesson planning, preparing materials, communicating with families, and attending events often occur outside scheduled work hours. This imbalance between expectations and available time creates chronic stress and limits opportunities for rest and recovery.

Unrealistic Expectations

Unrealistic expectations about the teaching role also contribute significantly. Many educators enter the profession with idealistic views, only to encounter the demanding realities of constant emotional engagement and responsibility for children’s development. Unlike other professions where work can be compartmentalized, teaching often requires ongoing emotional investment, making it difficult for educators to disconnect and recharge (Russell, 2025).

Classroom Management Challenges

Classroom management challenges are another critical factor. Teachers frequently face increasing levels of challenging behaviors among young children, including aggression and developmental delays. New teachers may feel unprepared to address these issues, while experienced educators may struggle to adapt to evolving classroom dynamics. These challenges can lead to frustration, self-doubt, and reduced job satisfaction (Russell, 2025).

Administrative Issues

Administrative issues further exacerbate burnout (Maas et al., 2021). Teachers who work under ineffective or unsupportive leadership may feel isolated and undervalued. A lack of understanding of developmentally appropriate practices, combined with frequent curriculum changes, can create additional stress and reduce teachers’ sense of autonomy and competence.

Financial Challenges

Financial challenges contribute to teacher burnout, particularly when low pay, financial insecurity, and unmet resource needs increase stress and reduce job satisfaction (King et al., 2020). Low salaries often lead to chronic stress, emotional exhaustion, job dissatisfaction, and worse well-being, leading teachers to seek other positions (Madigan & Kim, 2021). Many educators are forced to take on extra duties or even additional jobs, which can compound their stress levels and likelihood of burning out. Finally, most educators face the reality of spending their own money to keep their classrooms running smoothly.

Research Perspectives on Burnout

Research provides a deeper understanding of burnout as a multidimensional construct. Maslach (2003) identified three core components: emotional exhaustion, depersonalization, and reduced personal accomplishment. Emotional exhaustion arises from excessive workload and social conflict, while depersonalization reflects a sense of detachment or cynicism toward one’s work. Reduced personal accomplishment occurs when teachers feel ineffective due to limited resources and support (Maslach, 2003). More than 20 years later, this still holds true.

Additional research highlights the role of individual differences in burnout. Several studies highlight the role that personal variables and environmental factors play in burnout, noting that personality traits can influence how teachers respond to stressors such as time constraints and student behavior (Kokkinos, 2007; Roloff et al, 2022). Teacher temperament also plays a significant role, with higher levels of caring positively correlating with lower levels of burnout (Teven, 2007; Roloff, 2022).

Perspectives from Louisiana Educators

Insights from teachers and administrators in a rural Louisiana school reveal how burnout varies across experience levels. New teachers, with less than two years of experience, identified ineffective professional development, lack of materials, and children’s behavior as primary stressors. These findings suggest that early-career educators may struggle with inadequate preparation and support.

In contrast, experienced teachers with more than 10 years in the field cited systemic issues such as limited parent involvement, lack of administrative support, and frequent curriculum changes that are not developmentally appropriate. These concerns reflect a broader frustration with policies and structures that hinder effective teaching.

Administrators offered a different perspective, attributing burnout to factors such as poor classroom management skills, a shortage of qualified teachers, low motivation, and difficulty adapting to new standards. These differing viewpoints highlight the complexity of burnout and underscore the need for collaborative solutions that address both individual and systemic challenges.

Preventative Strategies for Teachers

To prevent burnout, educators must use strategies that are effective for coping with stress (Kirk, Koeske, & Koeske 2007; Pietarinen, 2021). Effective coping techniques include understanding situations from multiple perspectives, seeking support from others, maintaining a positive outlook, staying objective, and focusing on manageable aspects of problems. Taking a proactive approach is particularly important. Teachers who actively seek solutions and maintain a sense of control over their work environment are less likely to experience burnout. Strategies such as mindfulness, time management, and self-reflection can also enhance resilience and emotional well-being. Self-care activities such as practicing mindfulness and yoga are also effective for helping teachers maintain well-being while preventing burnout (Winn, 2000; Pietarinen, 2021).

Effective administrators recognize the crucial role they play in reducing teacher burnout and seek meaningful ways to support their faculty and staff as they foster healthy work environments. Organizational strategies such as including establishing a clear program philosophy, providing mentorship opportunities, organizing staff retreats, facilitating regular team meetings, and promoting open communication can strengthen faculty/staff relationships and nurture a sense of shared purpose . Administrators should also seek opportunities for encouraging professional networking, supporting reflective practice, and promoting collaboration among educators to enhance motivation and emotional support (Klinker, Riley, and Roach, 2005; Pietarinen, 2021). 

Conclusion

Teacher burnout is a complex issue that affects educators at all levels of experience. Factors such as lack of recognition, time pressures, unrealistic expectations, classroom challenges,  administrative issues, and financial stress contribute to emotional exhaustion and reduced job satisfaction. Despite these challenges, multiple pathways exist for helping teachers prevent burnout. By combining effective coping mechanisms with supportive organizational practices, educators and administrators can create healthier work environments. Ultimately, addressing teacher burnout is essential for sustaining a motivated workforce and ensuring positive outcomes for young children (Steiner & Woo, 2024).

References

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Click, P., & Karkos, K. A. (2007). Administration of programs for young children (7th ed.). Thomson Delmar Learning.

King, E. K., Johnson, A. V., & Cassidy, D. J. (2020). Preschool teachers’ financial well-being and work supports: Associations with emotional exhaustion and job satisfaction. Early Childhood Education Journal, 48, 533–546.

Kirk, S. A., Koeske, G. F., & Koeske, R. D. (1993). Coping with job stress: Which strategies work best? Journal of Occupational and Organizational Psychology, 66, 319–335.

Klinker, J., Riley, D., & Roach, M. (2005). Staff burnout in early childhood programs: Strategies for prevention. Early Childhood Education Journal.

Lin, Y., Ameyaw, M. A., Zhang, Q., Sun, B., & Li, W. (2022). The relationship between teacher professional identity and burnout amid the pandemic: A moderated mediation model. Frontiers in Public Health, 10, 956243. https://doi.org/10.3389/fpubh.2022.956243

Maas, J., Schoch, S., Scholz, U., Rackow, P., Schüler, J., Wegner, M., & Keller, R. (2021). Teachers’ perceived time pressure, emotional exhaustion and the role of social support from the school principal. Social Psychology of Education, 24(2), 441–464. https://doi.org/10.1007/s11218-020-09605-8

Madigan, D. J., & Kim, L. E. (2021). Towards an understanding of teacher attrition: A meta-analysis of burnout, job satisfaction, and teachers’ intentions to quit. Teaching and Teacher Education, 105, 103425. https://doi.org/10.1016/j.tate.2021.103425

Maslach, C. (2003). Job burnout: New directions in research and intervention. Current Directions in Psychological Science, 12(5), 189–192.

Pietarinen, J., Pyhältö, K., Haverinen, K., Leskinen, E., & Soini, T. (2021). Is individual- and school-level teacher burnout reduced by proactive strategies? International Journal of School & Educational Psychology, 9(4), 340–355. https://doi.org/10.1080/21683603.2021.1942344

Roloff, J., Kirstges, J., Grund, S., & Klusmann, U. (2022). How strongly is personality associated with burnout among teachers? A meta-analysis. Educational Psychology Review, 34(3), 1613–1650. https://doi.org/10.1007/s10648-022-09672-7

Russell, N. (2025). The impact of teacher turnover on child development and learning. Teaching Strategies. https://teachingstrategies.com/blog/the-impact-of-teacher-turnover-on-child-development-and-learning/

Steiner, E. D., & Woo, A. (2024). State of the American teacher survey. RAND Corporation. 

Teven, J. J. (2007). Teacher temperament: Correlates with teacher caring, burnout, and organizational outcomes. Communication Education, 56(3), 382–400.

Winn, A. (2000). Teaching teachers to de-stress. Psychology Today.

Zhou, S., Slemp, G. R., & Vella-Brodrick, D. A. (2024). Factors associated with teacher wellbeing: A meta-analysis. Educational Psychology Review, 36, 63. https://doi.org/10.1007/s10648-024-09886-x

Dr. Michelle Brunson directs the graduate programs in Early Childhood Education at Northwestern State University of Louisiana. She is passionate about helping her husband, the Natchitoches District Defender, remap the Cradle to Prison Pipeline to a Cradle to College Pipeline in Louisiana. She can be contacted at faziom@nsula.edu.

Dr. Mary Beth Nicholson is an educator and curriculum expert who has spent her career helping teachers and districts create meaningful learning experiences for students. She currently works as an Account Executive at Carnegie Learning, where she partners with schools to strengthen instructional practice and support high-quality implementation.

Faith Birdwell, M.Ed., is the Director of the NSU Marie Shaw Dunn Child Development Center at Northwestern State University of Louisiana. She enjoys inspiring future generations to become an original through her life motto, "an original is worth more than a copy." She can be contacted at stanfieldf@nsula.edu

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