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Teacher Well-being and Burnout: Strategies for Support

by Sophia Taylor 1,*
1
Sophia Taylor
*
Author to whom correspondence should be addressed.
FER  2022 4(2):34; https://doi.org/10.69610/j.fer.20221130
Received: 23 September 2022 / Accepted: 26 October 2022 / Published Online: 30 November 2022
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Abstract

The field of education has long recognized the critical role of teachers in shaping the future, yet the well-being of educators remains a pivotal concern. This paper delves into the issue of teacher burnout, examining its causes, consequences, and effective strategies for support. Teacher burnout, characterized by emotional exhaustion, depersonalization, and reduced personal accomplishment, is a significant challenge that can undermine the quality of education and the mental health of educators. This study explores several factors contributing to burnout, such as workload, job satisfaction, and support systems. Through a comprehensive review of existing literature, it identifies key strategies that can mitigate burnout, including professional development opportunities, work-life balance initiatives, and the fostering of a positive school culture. Furthermore, the paper discusses the importance of administrative and policy support in creating an environment conducive to teacher well-being. The findings underscore the necessity for a multifaceted approach to prevent and address teacher burnout, ultimately contributing to a more sustainable and supportive educational workforce.

Keywords: Teacher Well-being; Teacher Burnout; Strategies for Support; Work-Life Balance; Professional Development.;
Copyright: © 2022 by Taylor. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY) (Creative Commons Attribution 4.0 International License). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
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APA Style
Taylor, S. (2022). Teacher Well-being and Burnout: Strategies for Support. Frontiers of Educational Review, 4(2), 34. doi:10.69610/j.fer.20221130
ACS Style
Taylor, S. Teacher Well-being and Burnout: Strategies for Support. Frontiers of Educational Review, 2022, 4, 34. doi:10.69610/j.fer.20221130
AMA Style
Taylor S. Teacher Well-being and Burnout: Strategies for Support. Frontiers of Educational Review; 2022, 4(2):34. doi:10.69610/j.fer.20221130
Chicago/Turabian Style
Taylor, Sophia 2022. "Teacher Well-being and Burnout: Strategies for Support" Frontiers of Educational Review 4, no.2:34. doi:10.69610/j.fer.20221130

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ACS Style
Taylor, S. Teacher Well-being and Burnout: Strategies for Support. Frontiers of Educational Review, 2022, 4, 34. doi:10.69610/j.fer.20221130
AMA Style
Taylor S. Teacher Well-being and Burnout: Strategies for Support. Frontiers of Educational Review; 2022, 4(2):34. doi:10.69610/j.fer.20221130
Chicago/Turabian Style
Taylor, Sophia 2022. "Teacher Well-being and Burnout: Strategies for Support" Frontiers of Educational Review 4, no.2:34. doi:10.69610/j.fer.20221130
APA style
Taylor, S. (2022). Teacher Well-being and Burnout: Strategies for Support. Frontiers of Educational Review, 4(2), 34. doi:10.69610/j.fer.20221130

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