Burnout
Burnout is a syndrome of physical and emotional exhaustion resulting from prolonged workplace stress. Christina Maslach's foundational research (Maslach & Jackson 1981; Maslach, Schaufeli & Leiter 2001) established burnout as a three-dimensional construct, measured by the Maslach Burnout Inventory (MBI), which remains the dominant instrument in the field.
Maslach's Three Dimensions
| Dimension | Description | In ELT |
|---|---|---|
| Emotional exhaustion | Feeling drained, depleted of emotional resources | The teacher who dreads Monday morning; who cannot summon enthusiasm for another lesson |
| Depersonalisation | Cynical, detached attitude toward students and colleagues | Referring to students as "the B2 group" rather than by name; going through the motions |
| Reduced personal accomplishment | Feeling ineffective; doubting the value of one's work | "Nothing I do makes a difference"; losing confidence in professional competence |
Emotional exhaustion is typically the first dimension to develop. Depersonalisation follows as a coping mechanism (distancing from the source of stress). Reduced accomplishment results from the combined erosion.
Risk Factors in ELT
Language teaching carries distinctive burnout risks:
- Emotional labour — maintaining enthusiasm, patience, and responsiveness across multiple classes daily
- High workload — preparation, marking, admin, and often multiple part-time contracts
- Job insecurity — many ELT positions are hourly, seasonal, or contract-based
- Low pay — particularly in private language schools and developing contexts
- Assessment pressure — exam washback creates performance anxiety for teachers as well as students
- Isolation — solo teachers in small schools or freelance settings lack collegial support
- Unrealistic expectations — institutional pressure for results without adequate resources or training
- Repetition — teaching the same level or syllabus repeatedly without variety
Warning Signs
- Chronic fatigue that rest does not resolve
- Increasing cynicism about students, colleagues, or the profession
- Decline in lesson preparation quality
- Social withdrawal from colleagues
- Physical symptoms: headaches, insomnia, illness
- Loss of satisfaction from previously rewarding aspects of teaching
Prevention and Mitigation
| Strategy | How it helps |
|---|---|
| Boundaries | Separating work and personal time; saying no to unsustainable workloads |
| Collegial support | Peer observation, teacher groups, mentoring — reducing isolation |
| CPD | Renewed engagement through learning; breaking routine |
| Reflective Practice | Processing difficult experiences rather than accumulating them |
| Autonomy | Having control over materials, methods, and classroom decisions |
| Institutional factors | Fair pay, reasonable class sizes, professional recognition, job security |
| Physical health | Exercise, sleep, and nutrition as non-negotiable foundations |
Burnout vs Stress
Stress and burnout are related but distinct. Stress involves overengagement — too much pressure, too many demands. Burnout involves disengagement — emotional shutdown and withdrawal. A stressed teacher is still trying; a burned-out teacher has stopped.
Key References
- Maslach, C., & Jackson, S. E. (1981). The measurement of experienced burnout. Journal of Organizational Behavior, 2(2), 99–113.
- Maslach, C., Schaufeli, W. B., & Leiter, M. P. (2001). Job burnout. Annual Review of Psychology, 52, 397–422.
- Mousavi, E. S. (2007). Exploring 'teacher stress' in non-native and native teachers of EFL. English Language Teacher Education and Development, 10, 33–41.
- Méndez López, M. G., & Peña Aguilar, A. P. (2013). Emotions as learning enhancers of foreign language learning motivation. Profile, 15(1), 109–124.