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All Journal Journal of Education Method and Learning Strategy
Gorain, Shishupal
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Humanities Education Mathematics Social Sciences Other

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Does Teacher Burnout and Academic Stress Influence Teacher Effectiveness – A Systematic Review Gorain, Shishupal; Kalhotra, Satish
Journal of Education Method and Learning Strategy Том 2 № 02 (2024): Journal of Education Method and Learning Strategy
Publisher : PT. Riset Press International

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59653/jemls.v2i02.782

Abstract

The current study aims to investigate whether teacher burnout and academic stress hinder the effectiveness of secondary school teachers. To identify the research gap, a systematic review of pertinent literature concerning teacher effectiveness and related variables, including demographic factors, was conducted. The following steps were undertaken: Initially, literature was searched across various platforms such as Google, libraries, and books, resulting in the retrieval of 30 survey research papers from diverse journals. Subsequently, these studies were systematically analyzed and discussed, with findings summarized in a table spanning pages 2 and 3. The systematic review adhered to specific steps to survey the related literature. Firstly, during the planning stage, clear "inclusion and exclusion criteria" were established to systematically identify relevant literature. Secondly, in the review stage, a comprehensive "Summary of the Findings" was meticulously analyzed and discussed following the recording of identified studies in a "Systematic Review Table."
Assessing Teacher Burnout, Qualifications and Experience on Teacher Effectiveness in Secondary Schools Gorain, Shishupal; Ghosh, Soumen
Journal of Education Method and Learning Strategy Том 3 № 03 (2025): Journal of Education Method and Learning Strategy
Publisher : PT. Riset Press International

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59653/jemls.v3i03.1846

Abstract

The study aimed to assess Teacher Burnout (Personal Accomplishment, Emotional Exhaustion and Depersonalization), qualifications, and experience, as well as its effectiveness among secondary school teachers in the Purulia district of West Bengal, India. A sample of 100 secondary school teachers was selected using a purposive sampling technique. Statistical analyses, including t-tests, correlation, and linear regression, were used to analyse the data. The study revealed that highly qualified teachers were more effective, while less experienced teachers demonstrated effectiveness, particularly in adopting innovative teaching methods in alignment with the feedback. This study has found that personal accomplishment showed a strong positive correlation with teacher effectiveness, highlighting the importance of strategies to mitigate burnout factors. While emotional exhaustion and depersonalization did not directly impact effectiveness, its’ addressed burnout contributors are crucial for optimal performance. The educational implications are that hiring and retaining highly experienced teachers first and establishing mentorship programs to assist less experienced teachers are recommended. The study concludes that burnout significantly diminishes the effectiveness of teachers by impairing cognitive function, emotional regulation and overall job performance.       
Co-Authors Ghosh, Soumen Kalhotra, Satish