HOW DOES TEACHER EMOTIONAL BURNOUT SYNDROME AFFECT TEACHERS’ DEVELOPMENT?

Abstract

In this article, we explore the phenomenon of teacher emotional burnout syndrome (EBS), a critical issue affecting educators worldwide. EBS arises due to prolonged stress, high emotional demands, and inadequate support in the teaching environment, leading to mental, emotional, and physical exhaustion. The study examines the underlying causes of EBS, including excessive workload, lack of autonomy, and insufficient resources, which contribute to feelings of frustration and helplessness among teachers. Key symptoms of emotional burnout, such as chronic fatigue, irritability, emotional detachment, and reduced personal accomplishment, are identified as warning signs that need immediate attention. Additionally, the article emphasizes the importance of early detection and intervention, providing a comprehensive overview of preventive measures. These include strategies like promoting work-life balance, encouraging peer support networks, implementing mindfulness techniques, and offering professional development on stress management. Practical recommendations for educational institutions, such as reducing administrative burdens and fostering a supportive workplace culture, are also discussed to create a healthier teaching environment. By addressing both the personal and organizational factors contributing to emotional burnout, this article aims to enhance teachers' well-being and protect them from the long-term impacts of EBS.