[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-596173-105":3,"detail-sidebar-cat-0-en-105":80,"doc-detail-596173-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","teacher-burnout-a-failure-in-leadership-abstract","Teacher Burnout: A Failure in Leadership - Abstract","","Teacher burnout is rising as school leaders fail to adjust expectations for teachers during COVID-19. Teachers must comply with pandemic protocols while losing self-efficacy, weakening professional relationships, and facing a faster pace of technology integration. The article argues that leaders should strengthen teacher resiliency through ongoing professional development, regular consultations, more time resources, and additional information technology support. 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Teachers also face reduced self-efficacy, poorer professional relationships, and accelerated technology integration demands.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"How does burnout affect students and classroom life?",{"text":67,"@type":63},"Burnout leads teachers to interact less with students and become less invested in students’ lives. The article connects burnout to lower student achievement and higher levels of misbehavior.",{"name":69,"@type":60,"acceptedAnswer":70},"What supports do school leaders need to provide to improve teacher resiliency?",{"text":71,"@type":63},"Leaders should offer ongoing professional development, regular consultations, more time resources, and additional help such as employing information technology professionals. 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Teachers are adapting to meet COVID-19 protocols, but are paying the price of drained resiliency reserves due to a decrease in sel~~f-~~efficacy and the quality of professional relationships, and an increase in the pace of technological integration. School leaders can improve teacher resiliency by offering supports such as ongoing professional development, regular consultations, increasing time resources, and employing information technology professionals.  \nThe COVID-19 pandemic has brought to light the failure of school leaders to adapt their expectations of teachers. An already alarming rate of teacher burnout is being worsened by the change in standard operating procedures to meet pandemic protocols. To counteract this trend, teachers need to deepen their resiliency reserves. For this to occur, a change is needed to the supports that teachers can access.  \nThe Problem: Asking Too Much  \nTeacher burnout causes many good teachers to leave the classroom for the wrong reasons. I have experienced the beginning stages of burnout several times in my career, not because I am lacking, but because of the expectations placed on me by the school, school community and other levels of management. Burnout, characterized by teachers interacting less with students and being less interested and invested in their lives, “exhaustion, hopelessness, and loss of efficacy” (Schussler, 2020, p. 646), leads to lower levels of student achievement and higher levels of student misbehavior (Jensen & Solheim, 2019) . The COVID-19 pandemic is rapidly intensifying certain causal elements of teacher burnout, including a decrease in teachers’ sense of self-efficacy, a decrease in the quality of teacher-to-teacher relationships, and an increase in the pace that teachers are expected to integrate technology into their classrooms Sokol et al. , 2020) . School leaders, at all levels, need to acknowledge that their expectations of teachers can exceed what teachers are capable of and to change the supports that are offered to teachers.  \nCOVID-19 makes teachers question their self-efficacy to meet all curricular outcomes (Capone & Petrillo, 2018) . This increase in self-doubt happens because following the pandemic protocols uses up time that would otherwise be spent teaching curricular lessons. As well, over the past few decades, single-family homes have grown, parents have become more stressed, and screens have become babysitters – all of which lead children to spend less time learning by being in community (Brendtro et al. , 2002) . To fill this learning deficit, teachers devote lessons to teaching emotional self-regulation. Students can be taught strategies to self-regulate when they are calm, but can only truly learn to use them when they are dysregulated (Carrington, 2019) . Emotionally co-regulating with students is exhausting. One year, I taught a student who had daily meltdowns and with whom I was continually co-regulating. I was exhausted every day. Teachers’ sense of self-efficacy has been diminished by the time COVID-19 protocols and emotional self-regulation lessons take from their short instructional time. School leaders need to recognize the time constraints placed on teachers and to prioritize outcomes to combat the loss of self-efficacy in teachers.  \nThe creation of cohorts to meet COVID-19 protocols has decreased the quality of teacher-toteacher relationships. It is through building relationships with other teachers that a teacher builds acircle of support, and through a circle of support that a teacher finds a greater ability to cope (Sokol et  \nal. , 2020) . One year, my teaching assignment changed a day and a half before the start of the school year. I changed buildings and proceeded to struggle the entire year because I was no","cbCaiqqWQTvGvaa5","https://ap.wps.com/l/cbCaiqqWQTvGvaa5","pdf",220208,"English","# Teacher Burnout: A Failure in Leadership\n## The Problem: Asking Too Much\n## COVID-19 Intensifies Key Causal Elements","[{\"question\":\"Why is teacher burnout increasing during COVID-19?\",\"answer\":\"Burnout rises because leaders do not modify expectations for teachers as pandemic procedures change standard operating routines. Teachers also face reduced self-efficacy, poorer professional relationships, and accelerated technology integration demands.\"},{\"question\":\"How does burnout affect students and classroom life?\",\"answer\":\"Burnout leads teachers to interact less with students and become less invested in students’ lives. The article connects burnout to lower student achievement and higher levels of misbehavior.\"},{\"question\":\"What supports do school leaders need to provide to improve teacher resiliency?\",\"answer\":\"Leaders should offer ongoing professional development, regular consultations, more time resources, and additional help such as employing information technology professionals. The goal is to rebalance expectations and reduce drained instructional capacity.\"}]","Teacher Burnout: A Failure in Leadership - Abstract | PDF",1792082576]