Abstract
In this review of literature related to burnout, I compiled definitions of the term, discussed factors contributing to burnout, effects of burnout, and prevention/possible remedies for burnout. Although there is no consensus on the term’s definition, it is well understood that burnout has three dimensions: emotional exhaustion, depersonalization/cynicism, and personal accomplishment. There are personal (internal) and organizational (external) factors that contribute to burnout. When teachers feel lack of control, overloaded, and underresourced, the potential for burnout is amplified. Burnout is manifested in physical (poor health) and psychological ways (detachment, boredom, and rigidity). Prevention strategies generally fall into the categories of (a) in-school interventions (including being more prepared and developing high quality interpersonal relationships), (b) out of school interventions (better work–life balance), and (c) mentoring. Given that engagement is the antithesis of burnout, keeping teachers engaged and feeling valued are mitigating factors for burnout.
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