{"id":9167,"date":"2024-10-09T18:54:49","date_gmt":"2024-10-09T17:54:49","guid":{"rendered":"https:\/\/icertpublication.com\/?page_id=9167"},"modified":"2026-04-03T09:08:11","modified_gmt":"2026-04-03T03:38:11","slug":"burnout-among-school-teachers-in-india-a-review-of-the-literature","status":"publish","type":"page","link":"https:\/\/icert.org.in\/index.php\/shodh-sari-2\/sodh-sari-vol-3-issue-4\/burnout-among-school-teachers-in-india-a-review-of-the-literature\/","title":{"rendered":"Burnout Among School Teachers in India: A Review of the Literature"},"content":{"rendered":"\t\t
\n\t\t\t\t\t\t
\n\t\t\t\t\t\t
\n\t\t\t\t\t
\n\t\t\t
\n\t\t\t\t\t\t
\n\t\t\t\t
\n\t\t\t\t\t

Shodh Sari-An International Multidisciplinary Journal<\/h1>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t
\n\t\t\t\t\t

Vol-03, Issue-04 (Oct-Dec 2024)<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t
\n\t\t\t\t\t
An International scholarly\/ academic journal, peer-reviewed\/ refereed journal, ISSN : 2959-1376<\/h5>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
\n\t\t\t\t\t\t
\n\t\t\t\t\t
\n\t\t\t
\n\t\t\t\t\t\t
\n\t\t\t\t
\n\t\t\t\t\t

Burnout Among School Teachers in India: A Review of the Literature\n<\/h4>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t
\n\t\t\t\t\t\t\t\t\t

Pandey, Shruti<\/span>1<\/span><\/span><\/p>

1<\/span><\/span>PhD Research Scholar, Department of Psychology, Faculty: Humanities, Languages and Social Sciences, Shri Venkateshwara University, Uttar Pradesh<\/span><\/p>

Sayed, Soofia<\/span>2<\/span><\/span><\/p>

2<\/span><\/span>Research Guide, Department of Psychology, Faculty: Humanities, Languages and Social Sciences. Shri Venkateshwara University, Uttar Pradesh<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

\n\t\t\t\t\t\t
\n\t\t\t\t\t
\n\t\t\t
\n\t\t\t\t\t\t
\n\t\t\t\t\t\t
\n\t\t\t\t\t
\n\t\t\t
\n\t\t\t\t\t\t
\n\t\t\t\t
\n\t\t\t\t\t\t\t\t\t

DOI: <\/span>https:\/\/doi.org\/10.59231\/SARI7764<\/span><\/a><\/p>

Subject: Educational Psychology \/ Occupational Health<\/span><\/p>

Page No: 308\u2013320<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t

\n\t\t\t
\n\t\t\t\t\t\t
\n\t\t\t\t
\n\t\t\t\t\t\t\t\t\t

Received: Aug 07, 2024<\/span><\/p>

Accepted: Sep 20, 2024<\/span><\/p>

Published: Oct 01, 2024<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

\n\t\t\t\t
\n\t\t\t\t\t\t\t\t\t

Thematic Classification: Teacher Burnout, Literature Review, Indian School Education, Occupational Stress, Mental Health in Teaching, Educational Environment.<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

\n\t\t\t\t\t\t
\n\t\t\t\t\t
\n\t\t\t
\n\t\t\t\t\t\t
\n\t\t\t\t
\n\t\t\t\t\t
Abstract\n<\/h6>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t
\n\t\t\t\t\t\t\t\t\t

Among teachers in India, burnout is pervasive and has far-reaching implications for their well-being, efficiency in teaching as well as outcomes of their students. This review seeks to provide a complete literature summary on teacher burnout in the country, addressing its incidence, causatives, ramifications, and possible approaches to handling it. A search through major databases identified 50 relevant papers. It was discovered that teacher burnout in India is characterized by heightened emotional exhaustion cases, depersonalization together with low personal accomplishment rates. Predictors of burnout include excessive workload, lack of autonomy or control unrealistic expectations, poor working conditions and low pay and benefits. Burnout manifests itself through various ways including mental illnesses like depression and physical health problems such as fatigue; loss of productivity; and intentions to quit work soonest possible. The interventions should be based on supporting evidence. These will include workload management strategies for the teachers\u2019 support in decision making processes among other intervention techniques. This paper therefore recommends that evidence-based interventions like workload management strategies and autonomy support systems be put in place to tackle this issue.<\/span><\/p>

Keywords<\/span>: Burnout, Teacher Stress, Mental Health, Teaching, Workload<\/span><\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

\n\t\t\t\t\t\t
\n\t\t\t\t\t
\n\t\t\t
\n\t\t\t\t\t\t
\n\t\t\t\t
\n\t\t\t\t\t
Impact Statement<\/h6>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t
\n\t\t\t\t\t\t\t\t\t

That is to say that the critical insights, for example, those learned during a review on the burnout of school teachers in India by Shruti Pandey and Dr. Soofia Sayed, give critical insights into the harmful effects of burnout on teachers. Their comprehensive analysis of 50 studies emphasizes the fact that there is an urgent need for systemic interventions to address the root causes of burnout: excessive workloads, inadequate control over work, and insufficient rewards. It has been established that teacher burnout adversely affects quality teaching and student outcomes in addition to personal well-being. The best available evidence on better management of workloads and improved support systems, therefore, is of interest to policymakers and educational institutions in light of their applicability. The review thus advocates for implementation as a key reform support toward creating healthier work environments, improving teacher retention, and fostering high-quality education for students. The significance of this study lies in the hope that it holds for effecting meaningful changes in actual educational practices and policies, with overall benefits to the educators and students alike in the whole of India.<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

\n\t\t\t\t\t\t
\n\t\t\t\t\t
\n\t\t\t
\n\t\t\t\t\t\t
\n\t\t\t\t
\n\t\t\t\t\t
About Author<\/h6>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t
\n\t\t\t\t\t\t\t\t\t

\u00a0Ms. Shruti Pandey is a Practising Counsellor trained from NCERT, New Delhi and Resource Person for CBSE, NCERT, NDMC. Ms. Pandey is currently working as a master trainer for mental health related themes and practising as a Counsellor. She has supervised counselling sessions for Diploma in Guidance and Counselling at NCERT. She is an active member of Manodarpan Initiative NCERT and takes live tv sessions at PMEVIDYA Channel. Furthermore, she is also registered in \u2018Prasar Bharti\u2019 and has conducted live TV Talk Shows on Doordarshan (DD National). She is also registered as the International Affiliate Member of American Psychological Association. She has conducted CBSE Capacity Building Programme in more than 170 schools of Delhi NCR along with POCSO\/POSH training for more than 300 NDMC Principals and Head of Schools. Ms. Pandey is a registered career counsellor at National Career Service under the Ministry of Employment and Labour. She has worked with IB Global schools and CBSE school as Senior School Counsellor.<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

\n\t\t\t\t\t\t
\n\t\t\t\t\t
\n\t\t\t
\n\t\t\t\t\t\t
\n\t\t\t\t
\n\t\t\t\t\t
Cite this Article\n\n\n<\/h6>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t
\n\t\t\t\t\t\t\t\t\t

APA 7th Style:<\/span> Pandey, S., & Sayed, S. (2024). Burnout among school teachers in India: A review of the literature. <\/span>Shodh Sari-An International Multidisciplinary Journal<\/span>, <\/span>3<\/span>(04), 308\u2013320. <\/span>https:\/\/doi.org\/10.59231\/SARI7764<\/span><\/a><\/p>

Chicago 17th Style:<\/span> Pandey, Shruti, and Soofia Sayed. “Burnout Among School Teachers in India: A Review of the Literature.” <\/span>Shodh Sari-An International Multidisciplinary Journal<\/span> 3, no. 4 (2024): 308\u2013320. <\/span>https:\/\/doi.org\/10.59231\/SARI7764<\/span><\/a>.<\/span><\/p>

MLA 9th Style:<\/span> Pandey, Shruti, and Sayed, Soofia. “Burnout Among School Teachers in India: A Review of the Literature.” <\/span>Shodh Sari-An International Multidisciplinary Journal<\/span>, vol. 3, no. 4, 2024, pp. 308-320, <\/span>https:\/\/doi.org\/10.59231\/SARI7764<\/span><\/a>.<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

\n\t\t\t\t\t\t
\n\t\t\t\t\t
\n\t\t\t
\n\t\t\t\t\t\t
\n\t\t\t\t
\n\t\t\t\t\t
Statements & Declarations\n\n<\/h6>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t
\n\t\t\t\t\t\t\t\t\t

Review Method:<\/span> This article underwent a double-blind peer-review process by independent experts in Clinical Psychology and Occupational Health to evaluate the synthesis of the literature, the categorization of burnout dimensions, and the relevance of the findings to the Indian educational landscape.<\/span><\/p>

Competing Interests:<\/span> The author Shruti Pandey and the author Soofia Sayed declare that there are no financial, personal, or professional conflicts of interest that could have inappropriately influenced the research findings or the psychological review presented in this study.<\/span><\/p>

Funding:<\/span> This research was conducted as part of the authors’ doctoral research and academic activities at Shri Venkateshwara University, Uttar Pradesh. No specific external grants or commercial funding were received for this work.<\/span><\/p>

Data Availability:<\/span> This is a literature review based on a systematic search of academic databases. All primary studies and secondary sources synthesized to support the findings regarding teacher burnout in India are cited within the manuscript and are available via institutional repositories.<\/span><\/p>

License:<\/span> Burnout Among School Teachers in India: A Review of the Literature<\/span> \u00a9 2024 by Shruti Pandey and Soofia Sayed is licensed under <\/span>CC BY-NC-ND 4.0<\/span>. This work is published by the International Council for Education Research and Training (ICERT).<\/span><\/p>

Ethics Approval:<\/span> As this study is a review of existing literature and does not involve direct intervention with human subjects or the collection of new primary data, it was deemed exempt from formal ethical review by the Institutional Research Committee.<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

\n\t\t\t\t\t\t
\n\t\t\t\t\t
\n\t\t\t
\n\t\t\t\t\t\t
\n\t\t\t\t
\n\t\t\t\t\t
References<\/h6>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t
\n\t\t\t\t\t\t\t\t\t

  1. Arora, A. (2013). Burnout among secondary school teachers. International Research Wisdom, e-ISSN-2320-5466,\u00a0February, 10\u201311.<\/span><\/p><\/li>

  2. Bartlett, L. (2004). Expanding teacher work roles: A resource for retention or a recipe for overwork? Journal of Education Policy, 19(5), 565\u2013582. <\/span>https:\/\/doi.org\/10.1080\/0268093042000269144<\/span><\/a><\/p><\/li>

  3. Basi, S. K. (1991). A study of the teaching competency of language teachers in relation to their job satisfaction, locus-of-control, and professional burnout [Unpublished doctoral dissertation]. Panjab University.<\/span><\/p><\/li>

  4. Demerouti, E., Bakker, A. B., & Leiter, M. (2014). Burnout and job performance: The moderating role of selection, optimization, and compensation strategies. Journal of Occupational Health Psychology, 19(1), 96\u2013107. <\/span>http:\/\/doi.org\/10.1037\/a0035062<\/span><\/a><\/p><\/li>

  5. Mahakud, G. C., & Bajaj, D. (2014). Organizational role stress and burnout among government and private school teachers in Delhi City: A comparative study. International Journal of Education and Psychology Research, 3(2), 81\u201386.<\/span><\/p><\/li>

  6. Maslach, C., & Jackson, S. (1986). Maslach Burnout Inventory manual. Consulting Psychologists Press.<\/span><\/p><\/li>

  7. Misra, K. N. (1991). Interrelationship between organizational conflict in school teachers\u2019 stress and burnout in relation to teacher\u2019s personality at primary level [Unpublished doctoral dissertation]. Utkal University.<\/span><\/p><\/li>

  8. Misra, M. (1986). A study of meaning in life-stress and burnout in teachers of secondary schools in Calcutta [Unpublished doctoral dissertation], M. S. University of Baroda.<\/span><\/p><\/li>

  9. Panda, R. (1990). Perceived family environment, life stress, burnout, and coping strategies among working and nonworking housewives in relation to social ecology [Unpublished doctoral dissertation]. Utkal University.<\/span><\/p><\/li>

  10. Ravichandran, R., & Rajendran, R. (2007). Perceived sources of stress among teachers. Journal of the Indian Academy of Applied Psychology, 33(1), 133\u2013136. <\/span>https:\/\/www.researchgate.net\/profile\/Rajaiyan-Ravichandran\/publication\/267193379_Perceived_Sources_of_Stress_among_the_Teachers\/links\/5562ea7908ae9963a11b56c6\/Perceived-Sources-of-Stress-among-the-Teachers.pdf<\/span><\/p><\/li>

  11. Shukla, A., & Trivedi, T. (2008). Burnout in Indian teachers. Asia Pacific Education Review, 9(3), 320\u2013334. <\/span>https:\/\/files.eric.ed.gov\/fulltext\/EJ835204.pdf<\/span>. <\/span>https:\/\/doi.org\/10.1007\/BF03026720<\/span><\/a><\/p><\/li>

  12. Singh, H. (1989). A study of factors influencing burnout in teachers [Unpublished doctoral dissertation]. Dayalbagh Educational Institute.<\/span><\/p><\/li><\/ol>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

    \n\t\t\t\t\t\t
    \n\t\t\t\t\t
    \n\t\t\t
    \n\t\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
    \n\t\t\t\t\t\t
    \n\t\t\t\t\t
    \n\t\t\t
    \n\t\t\t\t\t\t
    \n\t\t\t\t
    \n\t\t\t\t\t\t\t\t\t
    \n\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\tBack<\/span>\n\t\t\t\t\t<\/span>\n\t\t\t\t\t<\/a>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<\/div>\n\t\t","protected":false},"excerpt":{"rendered":"

    Shodh Sari-An International Multidisciplinary Journal Vol-03, Issue-04 (Oct-Dec 2024) An International scholarly\/ academic journal, peer-reviewed\/ refereed journal, ISSN : 2959-1376 Burnout Among School Teachers in India: A Review of the Literature Pandey, Shruti1 1PhD Research Scholar, Department of Psychology, Faculty: Humanities, Languages and Social Sciences, Shri Venkateshwara University, Uttar Pradesh Sayed, Soofia2 2Research Guide, Department […]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":8763,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"postBodyCss":"","postBodyMargin":[],"postBodyPadding":[],"postBodyBackground":{"backgroundType":"classic","gradient":""},"site-sidebar-layout":"no-sidebar","site-content-layout":"page-builder","ast-site-content-layout":"default","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"disabled","ast-breadcrumbs-content":"","ast-featured-img":"disabled","footer-sml-layout":"","theme-transparent-header-meta":"default","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"default","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"var(--ast-global-color-4)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"ast-content-background-meta":{"desktop":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"footnotes":""},"class_list":["post-9167","page","type-page","status-publish","hentry"],"acf":[],"_links":{"self":[{"href":"https:\/\/icert.org.in\/index.php\/wp-json\/wp\/v2\/pages\/9167","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/icert.org.in\/index.php\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/icert.org.in\/index.php\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/icert.org.in\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/icert.org.in\/index.php\/wp-json\/wp\/v2\/comments?post=9167"}],"version-history":[{"count":12,"href":"https:\/\/icert.org.in\/index.php\/wp-json\/wp\/v2\/pages\/9167\/revisions"}],"predecessor-version":[{"id":31622,"href":"https:\/\/icert.org.in\/index.php\/wp-json\/wp\/v2\/pages\/9167\/revisions\/31622"}],"up":[{"embeddable":true,"href":"https:\/\/icert.org.in\/index.php\/wp-json\/wp\/v2\/pages\/8763"}],"wp:attachment":[{"href":"https:\/\/icert.org.in\/index.php\/wp-json\/wp\/v2\/media?parent=9167"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}