Stress and Burnout: An Interpretive Phenomenological Analysis of Elite School Teachers Beliefs and Experiences

Abstract

This study explored the beliefs of elite school teachers concerning the effect of students' behavior on teachers' stress and burnout in an elite school. It also aimed to find out the perceptions of elite school teachers about organizational climate inducing teachers' stress and burnout. This study used an interpretive phenomenological research design to get an insight into the lived experiences of stress and burnout elite schoolteachers face. A criterion sampling technique was used to select a sample of fifteen teachers employed in an elite school in Lahore. Semi-structured interviews were conducted to get a deeper understanding of the lived experiences of elite school teachers. The thematic cross-case analysis revealed that most teachers experience-work stress and burnout. Some of the major stressors for teachers were administrative conflicts, collegial issues,excessive workload, lack of appreciation, and organizational environment. Students' disruptive behavior is the most significant predictor of teacher stress and exhaustion. It has been concluded that teachers need to have a properly articulated policy that could possibly protect their rights.

Teachers as Adult Learners: Their need to Transform

“…We can read about successful examples that represent a new relational and conversational culture of collaboration (Bryk & Schneider, 2002) within the school community. However, most frequently, teachers still strive in desolation with the exigencies of everyday practice lacking communication and reflective dialogue with colleagues regardless of their common struggles (Naz et al, 2022).…”

Impact of Stress on the Academic Performance of University Students

“…Several studies have been conducted related to stress and academic performance in national and international contexts. For instance, like impact of university-level students' stress on their performance (Ali et al, 2021); the impact of stress on secondary and higher education (Pascoe et al, 2020); university students' stress regarding COVID-19 (von Keyserlingk et al, 2022); stress and burnout of school teachers (Naz et al, 2022); impact of parent teacher meeting on student's academic achievement (Arshad et al, 2021); academic achievement of elementary level students (Jamil & Raza, 2024); effect of teachers' work family conflict on academic performance of the students (Sajid et al, 2022).…”

Self-Efficacy Beliefs of Prospective Teachers Regarding Classroom Management: Evidence from Two Case Studies

“…Furthermore, prospective teachers who have a high degree of confidence in their ability to run a classroom are more likely to use constructive teaching techniques (e.g., praise, tuning teaching approaches in accordance with student profiles, and motivating learners). Prospective teachers that are distrustful of their ability to control classroom effectiveness, on the other hand, are found to use reductive tactics such as time out, warnings, reprimands, and derogatory reinforcements (Butt et al, 2021;Diana et al, 2021;Naz et al, 2022).…”