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Leading Schools to Flourish

Tackling Teacher Burnout and Absenteeism

by: Karen E. Belter, Melissa Damur

The Challenges Teachers Face—and Why It Matters 

In recent years, educators are finding it harder to thrive in their profession. Across Canada, we have seen innovation in education slow down, while teacher workloads continue to rise, largely a result of tighter budgets and more complex classrooms (Darling-Hammond, 2011; NASUWT, 2023). These challenges are taking their toll, with fewer people entering the teaching profession (Ontario College of Teachers, 2022), nearly half of new teachers leaving within five years, and an increase in teacher absenteeism due to stress and burnout (Ferguson, James, & Bourgeault, 2022; Peck, 2024). These trends are creating serious concerns for the future of education. 

Despite these challenges, research is providing hope for the future, and school leaders are increasingly focused on finding solutions that will allow teachers—and schools—to flourish. 

What We Know from Research 

Burnout, characterized by emotional exhaustion, diminished professional effectiveness, and increasing cynicism (Maslach & Jackson, 1981), has become a critical issue in education, particularly after the COVID-19 pandemic, which burdened educators with increased workloads and insufficient resources (Mental Health Research Canada, 2023). Consequently, teacher burnout is also directly linked to lower student achievement and engagement. Addressing this problem is not just about protecting teachers; it is about ensuring a better learning environment for students too. 

Studies show that one of the growing factors behind the rising trends in teacher absenteeism is stress. In fact, 30% of teachers were reported as being chronically absent in 2021, and 75% had to take on extra duties due to staff shortages (Peck, 2024). When teachers are stretched too thin, burnout becomes a real concern, impacting not just their wellbeing but also the academic progress of their students (Madigan & Kim, 2021). 

The Key Stressors 

What is the cause of educator burnout? The research identifies several common stressors that include concerns surrounding student discipline, insufficient time for teachers to prepare lessons, low student motivation, and a perceived imbalance between effort and rewards (Skaalvik, 2017). These factors compound resulting in emotional exhaustion, a primary component of burnout. Solutions like increased compensation, better scheduling, and additional resources are often suggested, but these require changes at a systemic level, which can be difficult to implement quickly (Garcia, Marin, & Aguayo, 2019; Jennings, 2020). 

One thing is clear: school leadership and culture play crucial roles in either reducing or exacerbating teacher stress. When school environments are positive and collaborative, and teachers feel heard and supported, stress levels go down. However, practical strategies for achieving this goal are harder to achieve, as each school’s context is unique (Skaalvik & Skaalvik, 2020). 

The Importance of School Culture and Leadership 

Research consistently points to two main factors that influence burnout: school culture and leadership. Schools with supportive environments—where staff feel safe, valued, and part of a collective effort—report lower levels of burnout (Carroll et al., 2021; De Clercq, 2022). Taking steps like reducing workloads, providing time for teachers to recharge, and giving them a voice in decision-making can go a long way (Shackleton, 2019; Weiland, 2021). 

Leadership styles also matter. Leaders who practice authentic or transformational leadership tend to foster healthier work environments. These leadership approaches help build trust, align goals, and create a sense of belonging, all of which contribute to lower burnout and absenteeism (Tsemach, 2023; Nguyen, 2022). Building strong, positive relationships within the school community may be one of the most effective strategies for supporting teacher wellbeing. 

Building a Flourishing School 

Researchers like Rehal and van Nieuweburgh (2022) define flourishing educators as those who experience trust, authenticity, and personal growth. Creating a flourishing school environment means giving teachers the autonomy to make decisions, supporting their personal and professional growth, and fostering a sense of belonging. When teachers feel trusted and valued, they are more engaged, more effective, and less likely to experience burnout. 

Leadership programs are increasingly incorporating strategies to promote this kind of environment, focusing on trust-building and prioritizing teacher wellbeing. After all, leaders who invest in the wellbeing of their staff are not only preventing burnout—they are creating schools where teachers and students can truly thrive. Programs that rely on rewards (Robinson et al., 2021) or punishments (Davies et al., 2019) to reduce absenteeism have shown little to no positive effect. In fact, some studies found that these approaches can even backfire, making the problem worse in certain cases. 

As Boyte (2015) highlights, one of the most powerful things a school leader can do is listen to those they lead. By regularly checking in with teachers, addressing their needs, and ensuring they feel heard, leaders can foster a supportive and caring culture. This does not just benefit teachers; it creates a ripple effect that positively impacts students and the broader school community. 

Calls to Action 

There are several strategies to improve school culture and create flourishing environments that support and sustain educators. These efforts begin with leaders developing a deep understanding of the factors that impact teachers’ wellbeing. Book studies that explore the topic of burnout such as The Burnout Challenge by Maslach and Leiter, and Leadership for Flourishing in an Educational Context by Kutsyuruba et al. (2020), offer valuable insights into how school leaders can successfully foster positive cultures. Similarly, Boyte’s School Culture by Design provides practical suggestions for building a positive working environment while emphasizing the importance of understanding the unique needs and dynamics of the school community — because context always matters. 

To drive meaningful and sustaining change, it is essential to collect data to evaluate your progress so that you can clearly communicate milestones to your team, and invest in building capacity (Fullan, 2024). Here are some actionable steps to consider: 

  1. Gather Data: Start by conducting School Culture Surveys to measure teacher stress levels and experiences. These surveys will provide crucial insights and set a baseline for tracking progress. 
  2. Leadership Development: Invest in targeted leadership development programs, especially for divisional and school-based leaders. Consider including book studies and training on building positive school cultures as part of this initiative. 
  3. District-Wide Focus: Make school culture a district-wide priority. Dedicate a three-year cycle to this work, ensuring all stakeholders—teachers, students, parents, and the wider community—are involved. 
  4. Integrate Social-Emotional Learning (SEL): Introduce SEL programs for staff and students to foster emotional intelligence and resilience throughout the school 
  5. Revisit Scheduling Practices: Ensure equitable scheduling among staff. When possible, consider hiring a full-time, in-house supply teacher to prevent last-minute disruptions when supply teachers are not available. If permanent staff must step in, distribute the responsibility equitably and express appreciation for their contributions. 
  6. Support for New Teachers: Create a mentoring program to help new teachers thrive. Create a manageable schedule, remembering the nuances of being a struggling beginner teacher. 
  7. Attract and Retain Supply Teachers: Build a supportive and welcoming environment that attracts high-quality supply teachers. A positive school culture makes a big difference in retention. 

Final Thoughts 

Building a flourishing school culture is not a luxury—it is essential for all stakeholders. When educators feel supported through collaboration, professional growth, and wellbeing, they can share their best versions of themselves with the children they serve and the colleagues they work with. Subsequently, this creates a vibrant learning environment where students are empowered to reach their highest potential. By investing in a thriving school culture, we lay the foundation for long-term educational excellence and the holistic development of every student. 

 

 Other Resources

 

References 

Boyte, P. (2015). School culture by design. Learning for Living. 

Carroll, A., Flynn, L., O’Connor, E. S., Forrest, K., Bower, J., Fynes-Clinton, S., York, A., & Ziaei, M. (2021). In their words: Listening to teachers’ perceptions about stress in the workplace. Asia-Pacific Journal of Teacher Education, 49(4), 420–434. https://doi.org/10.1080/1359866X.2020.1789914 

Darling-Hammond, L. (2011, February 28). Innovation in everyday teaching: No more waiting for Superman. Brookings Institution. https://www.brookings.edu/articles/innovation-in-everyday-teaching-no-more-waiting-for-superman/ 

Davis, K. A., Allen-Milton, S., & Coats-Boynton, S. (2019). Making the case for results-based accountability as an intervention for chronic absenteeism in schools to improve attendance. Race and Justice, 9(1), 46-59. https://doi.org/10.1177/2153368718816500 

De Clercq, M. (2022). Profiles of teachers’ striving and wellbeing: Evolution and relations with context factors, retention, and professional engagement. Journal of Educational Psychology, 114(3), 637–655. https://doi.org/10.1037/edu0000702 

Ferguson, K., James, Y., & Bourgeault, I. (2022). Teacher mental health and leaves of absences: A pilot study examining gender and care. Canadian Journal of Education, 45(2), 315-349. https://doi.org/10.53967/cje-rce.v45i2.4485 

Fullan, M. (2019). Leading in a Culture of Change (Second edition.). Wiley. 

García-Carmona, M., Marín, M. D., & Aguayo, R. (2019). Burnout syndrome in secondary school teachers: a systematic review and meta-analysis. Social Psychology of Education, 22(1), 189–208. https://doi.org/10.1007/s11218-018-9471-9 

Jennings, P. A. (2020). Teacher burnout turnaround: Strategies for empowered educators. WW Norton & Company. 

Kutsyuruba, B., Cherkowski, S., & Walker, K. D. (Eds.). (2021). Leadership for flourishing in educational contexts. Canadian Scholars’ Press. 

NASUWT. (2023). The Big Question Survey Report 2023. https://www.nasuwt.org.uk/static/847bdd11-256f-4aec-8ee7cc0201f2bf9f/33ff67f1-358b-4ec7-9ec50e1f602dca88/Big-Question-Survey-Report-2023.pdf 

Ontario College of Teachers. (2022). Transition to teaching 2022 report. https://www.oct.ca/-/media/PDF/transition%20to%20teaching/2022/T2T_2022_EN_PUBLISH.pdf 

Madigan, D. J., & Kim, L. E. (2021). Does teacher burnout affect students? A systematic review of its association with academic achievement and student-reported outcomes. International Journal of Educational Research, 105, 101714. 

Maslach, C., & Jackson, S. E. (1981). The measurement of experienced burnout. Journal of Organizational Behavior, 2(2), 99-113. 

Mental Health Research Canada. (2023). Burnout among educators and health-care workers in Canada. Retrieved from https://static1.squarespace.com 

Nguyen, T. (2022). Burned out and dissatisfied?: The relationships between teacher dissatisfaction and burnout and their attrition behavior. The Elementary School Journal, 123(2). https://doi.org/10.1086/721772 

Peck, D. (2024, January 11). Teacher burnout statistics: Why teachers quit in 2024. Devlin Peck. https://www.devlinpeck.com/content/teacher-burnout-statistics 

Rehal, B., & van Nieuwerburgh, C. (2022). Understanding the factors that contribute to Educator Flourishing. International Journal of Wellbeing, 12(2), 36–87. https://doi.org/10.5502/ijw.v12i2.1931 

Robinson, C. D., Gallus, J., Lee, M. G., & Rogers, T. (2021). The demotivating effect (and unintended message) of awards. Organizational Behavior and Human Decision Processes, 163, 51-64. https://doi.org/10.1016/j.obhdp.2019.03.006 

Shackleton, N., et al. (2019). Teacher burnout and contextual and compositional elements of school environment. The Journal of School Health, 89(12), 977–993. 

Skaalvik, E. (2017). Dimensions of teacher burnout: relations with potential stressors at school. Social Psychology of Education, 20(4), 775–790. 

Skaalvik, E. M., & Skaalvik, S. (2020). Teacher burnout: relations between dimensions of burnout, perceived school context, job satisfaction and motivation for teaching. A longitudinal study. Teachers and Teaching, 26(7-8), 602-616. 

Tsemach, S. (2023). Authentic leadership as a predictor of organizational citizenship behaviour and teachers’ burnout: What’s ‘quiet quitting’ got to do with it? Educational Management, Administration & Leadership. 

Weiland, A. (2021). Teacher well-being: Voices in the field. Teaching and Teacher Education, 99, 103250. https://doi.org/10.1016/j.tate.2020.103250 

Meet the Expert(s)

Karen E. Belter

Researcher, Edmonton Public Schools

Karen is an experienced educator with over 34 years in the field, having worked across all grade levels and in diverse school settings.

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