A Qualitative Study on Burnout & Emotional Labour Among School Teachers

Abstract

In contemporary education, teachers perform multiple roles, including serving as role models, providing guidance, fostering a love for learning, and promoting democratic values. They must also collaborate with school administration, colleagues, parents, and stakeholders to enhance teaching and learning outcomes. While managing these responsibilities, teachers must regulate their emotions and maintain professionalism, often suppressing personal challenges to meet institutional expectations. However, adhering to these expectations can have adverse psychological effects, particularly in terms of emotional regulation. Burnout and emotional labor are significant impacts frequently observed. This qualitative study examines the challenges teachers face, using data from semi-structured interviews with 10 school teachers. Findings reveal that emotional labor is an integral part of teaching, requiring teachers to manage and regulate emotions appropriately in the workplace. Burnout factors include excessive workload, lack of student motivation, large class sizes, and long working hours. Strategies for mitigating burnout involve practicing self-care, delegating work, organizing tasks efficiently, communicating effectively, and maintaining a positive attitude. This research highlights the emotional complexities of teaching and emphasizes the need for effective strategies to support teacher well-being.