Abstract
This research study explores the lived experiences of burnout among teachers at a primary school in Tshwane East, Gauteng. Using a qualitative research design, semi-structured interviews were conducted with five teachers, from different teaching phases, to explore the multifaceted nature of burnout in their specific school environment. The study was guided by Maslach’s theory of burnout and examined the key symptoms of burnout, including emotional exhaustion, depersonalisation and reduced personal accomplishment. It also identifies the contributing challenges of burnout, such as heavy workloads, emotional demands, insufficient administrative support and the pressures of an under-resourced teaching environment. The research offers a deeper understanding of how these factors impact teachers’ well-being and professional efficacy.
Moreover, the study explores strategies teachers at this school employ to minimise burnout, highlighting the importance of support, mentorship, self-care practices and personal resilience. Participants shared various coping mechanisms, including seeking emotional support from colleagues, engaging in professional development and finding ways to balance personal and professional responsibilities. The findings emphasise the need for systemic changes at both the school and district levels to address teacher burnout effectively. This study contributes to the broader discourse on teacher well-being and offers practical recommendations to create a more supportive and sustainable teaching environment in a specific context.
Keywords: teacher burnout, depersonalisation, emotional exhaustion, reduced personal accomplishment