Teachers are a valuable resource to every country, society, and community. Also, they are crucial for everyone who passes through any educational level. Regardless of their vital role in society, teachers often get little recognition for their hard work, dedication, and sacrifice. Due to its interactive and involving nature, teaching is tiresome. There have been increasing concerns over teacher burnout in recent years as the number of teachers’ work-related stress continues rising. Therefore, this paper reviews the literature in seeking out the impact of teacher burnout on teacher-student interactions.
According to Rumschlag (2017), teacher burnout is among the top factors threatening the teaching profession in this century. Notably, most teachers have exited service due to increased work-related stress, feelings of inadequacy, and being overwhelmed (Ryan et al., 2017). Through a descriptive study based on Maslow’s Burnout Inventory (MBI), Rumschlag (2017) measured burnout using a study sample of 162 novice and veteran educators from Ohio County, U.S.A. According to the study findings, teachers who had served longer had higher burnout levels and were more likely to leave their jobs. Alternatively, this study found that increased turnover caused by burnout negatively impacted teacher-student relations. While replacing teachers was costly, students remained unsettled as they tried adapting to new teachers. Although this study sheds light on the topic, strained teacher-student relations stemming from attrition are an indirect implication of teacher burnout.
Arvidson et al. (2019) proclaimed that teaching is a demanding profession. Unlike most employees, teachers work within and outside their professional environments. Such a situation impacts their health and well-being as their careers advance. The increasing turnover and absenteeism rates depict how teachers flee from the turmoil they are experiencing within their workplaces (O’Brien, Goddard & Keeffe, 2008). In these circumstances, Arvidson et al. (2019) conducted an extensive study to investigate possible causes of and effects of teacher burnout. With a sample size of 769 teachers from different learning institutions in Sweden. This study used interviews, questionnaires, and clinical examinations to assess the prevalence of teacher burnout. According to the findings, changes and additional job responsibilities were a principal cause of teacher burnout. Besides, teachers with higher burnout rates were more likely to leave their jobs than those who experienced less burnout. This study addresses the theme by highlighting teacher burnout to a more considerable extent. However, it rarely mentions how teacher burnout affects teacher-student interactions.
The introduction of modern technology in learning is numerously beneficial. On the flip side, it immensely increased the responsibilities of teachers. Most studies identify additional responsibilities among the top risk factors of teacher burnout and attrition. With a sample study of 31 respondents from various educational levels, Jamaludin & You (2019) examined teacher burnout across various aspects like psychological exhaustion, reduced job satisfaction, and depersonalization. Based on the study findings, most teachers experienced burnout manifesting as depersonalization. Teachers with higher educational levels were at a higher risk of burnout (Jamaludin & You, 2019). Therefore, there’s a need to address the topic by highlighting teacher burnout within various specific dimensions. Notwithstanding, it does not address teacher-student relations within the burnout context.
As Skaalvik & Skaalvik (2017) noted, interactions between teachers and learners form a crucial part of learning. In this context, the symptoms of teacher burnout can eventually pass on to students. Quite often, teachers undergoing physical and emotional distress project negativity into the learning environment (Lopez et al., 2008). Consequently, they may severely punish students for trivial reasons. In examining the effects of teacher burnout on teacher-student relations, Skaalvik & Skaalvik (2017) conducted a study with a large sample population of 1115 respondents. According to the findings, teacher burnout increased the risk of stricter measures being applied against student indiscipline. In these circumstances, teacher-student relations were severed were badly severed due to the institution of harsh punishments. This study depicts how teacher burnout adversely affects teacher-learner relations. Nevertheless, it focuses on a single perspective discipline.
According to Wubbels et al. (2015), the strength of teacher-student relations relies on mutual respect along with empathy-based clear and positive expectations of students. In the same context, further proposals are made regarding the description of interpersonal behavior. In the school context, examinations of teachers’ behaviors are based on two significant dimensions. They include proximity and influence. Generally, students perform highly when the interpersonal profile is characterized by high teacher influence and more excellent proximity with the students. From the perspective of the teacher-student relationship, influential teachers induce submissive behaviors from students. Although this study touches on teacher-student relations, it does not focus on teacher burnout.
A multivariate study conducted by Aloe, Shisler, Norris, Nickerson, & Rinker (2014) provides that student misbehavior adversely affects the well-being of teachers. This is caused by students’ classroom disturbances, disrespect, inattentiveness, and disciplinary problems. Misbehaviors from students bring a feeling of rejection among teachers and further interfere with developing healthy connections with learners (Nurmi & Kiuru, 2015). On the other hand, student indiscipline is linked with teachers’ psychological distress, reducing work engagement, career satisfaction, and enjoyment. These studies lie within the topic as they reversely display the relationship between teacher-students and teacher burnout.
According to Shen et al. (2015), only a few studies concerning teacher burnout focus on how students perceive teacher behavior and emotional well-being. Using Malsach’s approach and self-determination theory, Shen et al. (2015) investigated the effect of teacher burnout on student motivation with a sample population of 33 tutors and 1302 learners, all drawn from the Midwest area, the U.S. According to this study’s findings, students draw inspiration from teacher’s behaviors and thus, teacher burnout adversely affected student motivation. This study displays a relationship between burnout and teacher-learner interactions. However, the results obtained in this study are specific to the institutions involved, and thus, they do not apply to other institutional contexts.
This paper reviewed literature examining the relationship between teacher burnout and teacher-student interactions. Three aspects emerge from the review. Firstly, there is a solid relationship between the two variables. In this sense, teacher burnout adversely affects all stakeholders within the learning environment. Secondly, teacher burnout has broad implications that are not confined to the learning environment. Lastly, studies should commit equal energy to exploring sustainable coping and alleviation approaches for teacher burnout.
Reference
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