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Teacher Burnout from a Complex Systems Perspective, Carol Griffiths (ed.)
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DOI：10.1093/elt/ccag009.png)
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Abstract
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Teacher burnout is a well-documented and complex phenomenon that has been studied extensively in educational psychology and organizational research. It refers to a state of emotional, physical, and mental exhaustion caused by prolonged stress and overwork in the educational environment. It often leads to reduced motivation, decreased teaching effectiveness, and in severe cases, withdrawal from the profession. Burnout among teachers is not just about workload, it is about identity dissonance and value misalignment in what Maslach and Jackson (1981) identified nearly fifty years ago as increasingly metric-driven academic environments. Sustainable prevention of burnout depends on whether the teachers may reclaim meaning and autonomy in their professional practice. It may also depend on institutional acknowledgment of the hybrid, relational nature of the teaching profession.
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