Teacher’s Burnout: Exploring Triggers and Approaches to Overcome and Prevent a Menacing Issue.

Abstract

This thesis focuses on the universally recognized issue of teacher stress and burnout, particularly as it pertains to secondary school teachers. There were three stages to the research. The first phase aimed to investigate the impact of stress in the context of educational reforms and socioeconomic upheavals, as well as teachers' perceptions of stress, stressful work situations, from an international perspective. The study's second phase was to examine and measure the issue's effects on teachers' mental health and competency and the recovery mechanisms found out to be most effective by using relevant reliable research realized in Algeria. The study's third phase looked into disparities in burnout levels between EFL secondary schoolteachers within the wilaya of Tiaret in west Algeria. A combination of qualitative and quantitative data analysis and information gathering techniques was used. There was a tutor questionnaire, as well as an inspector interview. In the end, it is suggested that teacher burnout be viewed not only as an individual issue, but also as an organizational one, with resilient administrative, social, and physical methods in place to sustain healthy, free-burnout educational environments.