Abstract
Burnout among teachers of the gifted is a serious problem facing gifted programs today. Its subsequent problems such as absence, lower productivity, and loss of quality teachers must be eliminated. This article is based on the experiences of teachers in an elementary gifted program in a suburban school district in the western United States. The article covers both subtle and obvious causes of burnout and then offers solutions to the various aspects of the burnout problem. Among the solutions are support systems at several levels, time management, and education and communication with persons outside the program. It is hoped that the discussion of these ideas can help prevent significant burnout situations and help protect the quality of the teacher/student relationship.
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