Authors : Ashwannie Harripersaud; Kerryanne Edwards

Volume/Issue : Volume 11 - 2026, Issue 5 - May

Google Scholar : https://tinyurl.com/3wxxvpp4

Scribd : https://tinyurl.com/yc5mcf7y

DOI : https://doi.org/10.38124/ijisrt/26May929

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : Teacher burnout has evolved from a peripheral concern of occupational health to a central crisis threatening the global educational infrastructure. Characterized by emotional exhaustion, depersonalization, and a diminished sense of personal accomplishment, burnout erodes teacher efficacy, destabilizes school communities, and directly impedes student achievement. While traditionally viewed as purely a medical issue, contemporary analysis posits burnout not as an individual pathology, but as a systemic professional phenomenon. This volume synthesizes current literature to explore the etiological factors of burnout, distinguishing between intrapersonal vulnerabilities and organizational pathogens. Specifically, it examines the role of administrative betrayals, the intensification of labour, emotional labour demands, and the misalignment between teacher expectations and systemic realities. Furthermore, it critiques the efficacy of prevailing intervention models, arguing that mindfulness-based approaches, while beneficial, are insufficient without concurrent structural reform. The work concludes by proposing an integrated framework for professional renewal that prioritizes distributed leadership, restorative professional cultures, and a fundamental recalibration of educational accountability metrics.

Keywords : Psychological Capital, JD-R Model, Latent Profiles, Coping, Professional Identity.

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