At a time when teacher burnout is on the rise, how can leaders build and maintain a positive school culture?

School culture has always been part of the job description of school leaders. Somewhere between leading a high quality education program and managing the resources of the school, leaders take on the immensely important task of building and maintaining a positive culture. School culture plays a crucial role in shaping the educational experience for both students and staff. In fact, research has found that school culture has a direct and significant impact on teacher satisfaction. In a time when burnout is on the rise and almost half of Australian teachers (46.8%) are considering leaving the profession, it’s more difficult than ever for leaders to focus on the culture at their school. But there’s also never been a more important time to pin culture to the top of the priority list – because if we’re ever going to reduce burnout and restore passion in the profession, school culture is one of the first things that needs to be addressed.    

Can school leaders prevent teacher burnout with a positive school culture?

Studies typically state that burnout is made up of emotional exhaustion, cynicism and reduced accomplishment. Sometimes teachers will only experience one of these aspects, but in more severe cases, all three will be present. What causes burnout, and these three aspects of it, is a little more complicated. Often, it’s a combination of internal and external factors that lead to one aspect of burnout, which when left overtime results in exhaustion.

A large part of burnout does come down to a teacher’s own strategies for preventing and managing stress, which often can’t be influenced by school leadership. But there are certainly some aspects of school culture that leaders can control and have been found to  prevent or promote burnout. 

What actually matters when it comes to school culture?

The rise in teacher burnout in recent years has prompted researchers to investigate which aspects of school culture safeguard teachers from experiencing burnout, and which can cause it. The below factors have been proven to directly impact burnout within school culture.

Positive relationships with colleagues: One of the most important factors preventing burnout, noted by various studies, is positive relationships between colleagues. When teachers feel supported and connected to their peers, it creates a positive and collaborative environment that has been found to buffer stress. Positive relationships are most directly associated with the prevention of emotional exhaustion, as teachers are able to lean on these relationships in times of stress.   

Manageable workload: Several studies have found a strong correlation between teacher workload and emotional exhaustion. High workloads and large class sizes, coupled with limited opportunities to rest and a busy school schedule can deplete energy, leading to emotional exhaustion. It’s also worth noting that teachers managing classrooms with significant behavioural problems are far more likely to experience negative self-perceived accomplishment which can cause burnout. 

Autonomy: Autonomy allows teachers to pursue goals they deem important using educational methods they find effective. A large part of teacher burnout has been found to be linked to a feeling of professional inadequacy that stems from a reduced sense of accomplishment at work. There is a significant association between autonomy and strong supervisor support and low levels of emotional exhaustion. 

Clear, realistic school goals: Research shows that teachers prefer to work in an environment with clearly defined goals. In fact, defined goals can provide the structure necessary to prevent burnout. But if these goals are clear, but not realistic it can lead to cynicism. This is exacerbated further if the goals defined don’t match the values of the teacher.

Visible and inclusive leadership: When leaders are visible and include teachers in decision making, school culture benefits. As mentioned above, clear and realistic goals are important protective measures for burnout, so involving teachers in setting these goals is highly valuable. Leaders who prioritise relationships with teachers and genuinely value their input will be well on the path to preventing burnout. 

Responsiveness and support: Schools with leaders who are able to respond quickly to teachers and provide effective channels for support are less likely to have high levels of teacher burnout. Teachers who struggle to access the support they need, particularly on a regular basis, can begin to experience emotional exhaustion from the weight of carrying these challenges on their own. Teachers who don’t have reliable support are also more likely to experience job dissatisfaction.

Strategies for fostering a positive school culture 

When it comes time to actually build a positive school culture, some strategies work better than others. Download our guide for building a positive school culture using the form below.