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Literature Review Streams for Teacher Burnout and Compassion Fatigue

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Literature Review Streams for Teacher Burnout and Compassion Fatigue

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Stream 1: Concept context and clarification

Stream 2: Teacher/Helper Professionals Risk and protection factors

Stream 3: Intervention Strategies

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Campbell, M., & Lank, O. (2020, April 27). WFSB Channel Three Eyewitness News. broadcast, Rocky Hill, CT; WFSB.

Freudenberger, H. J. (1975). The Staff Burn-Out Syndrome in Alternative Institutions. Psychotherapy Theory Research and Practice, 73–82.

García , E., & Weiss, E. (2019, March 26). The teacher shortage is real, large and growing, and worse than we thought: The first report in 'The Perfect Storm in the Teacher Labor Market' series. Economic Policy Institute. https://www.epi.org/publication/the-teacher-shortage-is-real-large-and-growing-and-worse-than-we-thought-the-first-report-in-the-perfect-storm-in-the-teacher-labor-market-series/.

Henson, J. S. (2020). Burnout or Compassion Fatigue: A Comparison of Concepts. Medsurg Nursing, 29(2), 77–95. https://doi.org/https://search-proquest-com.ezproxy2.library.drexel.edu/docview/2388933188?pq-origsite=primo

Hultell, D., Melin, B., & Gustavsson, J. P. (2013). Getting Personal with Teacher Burnout: A Longitudinal Study on the Development of Burnout Using a Person-Based Approach. Teaching and Teacher Education, 32(2013), 75–86.

Nagoski, E., & Nagoski, A. (2019). Burnout: the secret to unlocking the stress cycle. Ballantine Books.

Peters, E. (2018). Compassion fatigue in nursing: A concept analysis. Nursing Forum, 53(4), 466–480. https://doi.org/https://doi-org.ezproxy2.library.drexel.edu/10.1111/nuf.12274

Schaufeli, W. B., Leiter, M. P., & Maslach, C. (2009). Burnout: 35 years of research and practice. Career Development International, 14(3), 204-220. doi:http://dx.doi.org.ezproxy2.library.drexel.edu/10.1108/13620430910966406

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I need to continue to explore what the most current research is showing about teacher burnout, compassion fatigue, and helpful strategies to combat both

I hope that my studies will help me develop programs for colleges to use with pre-service teachers and school systems for teachers in the field to "Burnout-Proof" and strengthen teachers for "The New Normal."

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Burnout  is  characterized by feelings of: emotional exhaustion, depersonalization, and a decreased sense of accomplishment (Freudenberger, 1975)

Emotional exhaustion is the feeling of “fatigue that comes from caring too much, for too long”  (Nagoski & Nagoski, 2020, p. xi).

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There are a number of gaps in the literature. There needs to be more research on how burnout and compassion fatigue affects men and women, as results are mixed.

Also research is now just coming out about how the pandemic has affected teachers, and results are changing as the phases of the pandemic and states' responses to those phases are changing.

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1.  How has the pandemic affected teachers and their experience of burnout and compassion fatigue?

2.  What strategies are the most effective in addressing teacher burnout and compassion fatigue?

3.Do men and women experience Burnout and Compassion Fatigue? If so, why? If so, how do programs need to address strategies to address gender differences in burnout and compassion fatigue?

4.  What parts of the educational system need to be changed to prevent teacher burnout and compassion fatigue?

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Before the COVID-19 Pandemic, 20-30% of teachers were exhibiting median to extreme levels of burnout (Hutel, Melin & Gustavsson, 2013). Since the pandemic, surveys of teachers like the one given to most of Connecticut’s teachers in April of 2020 showed that 52% rated their stress levels as at 8-10 on a scale of 1-10 (Campbell & Lank, 2020). There has been some speculation about the effect the pandemic and virtual teaching will have on the national teacher shortage, but The Learning Policy Institute 2017 report by Carver-Thomas, & Darling Hammond estimated the cost of teacher turnover in 2017 to be 8 billion dollars (Garcia & Weiss, 2019). The greater effect, however, will be in the ability of teachers to meet the social and emotional needs of children, most especially those children who are abused, neglected and traumatized, especially in the wake of the stresses amplified by the COVID-19 Pandemic. It is essential that teachers have strategies to recognize and deal with their own emotional exhaustion and trauma so that they can deal empathically with students, and help students cope with the stresses and strains of today’s“new normal.” School leaders and systems will have to address teacher burnout and compassion fatigue to retain their teachers and build teacher resilience, to meet the needs of the nation’s children and to ensure the future health and stability of the teaching profession.

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If teachers can be stabilized, then children can be stabilized. School systems that care about the needs of teachers will be systems that function in health for all stakeholders.

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It is important to find out the nature and extent of teacher burnout and compassion fatigue since the pandemic started, and then to implement strategies to mitigate it. If school systems are able to shift to solve this problem now, then we can stave off some of the worse effects and stabilize the teaching force.

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Drexel University Ed.D student
High School English teacher
Email: lt549@gdrexel.edu

After teaching English in the secondary grades for 30 years, including the pandemic, it is clear to me that hardworking, caring teachers need strategies to keep from experiencing burnout and compassion fatigue.  If teachers are to care for the social and emotional needs of students, then there must be supports and care for teachers' social and emotional needs as well.

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Teacher Burnout and Compassion Fatigue: Too High a Price to Pay

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Teacher Burnout and Compassion Fatigue: Too High a Price to Pay

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One cannot pour from an empty cup.

That is exactly what many teachers were doing before the pandemic when they were addressing the social and emotional needs of kids. Since the pandemic, student social and emotional needs have increased and teacher burnout and compassion fatigue have worsened. If teachers are to do the empathic work of meeting students' social and emotional needs, they must have strategies to deal with the price of that work so that they are not lost to burnout and compassion fatigue.