Teacher Retention and Burnout: New strategies for faculty Support

Abstract

Teacher retention and burnout have emerged as critical challenges in contemporary educational systems, significantly affecting instructional quality, institutional stability, and student outcomes. This study investigates the interconnected factors contributing to teacher burnout and turnover, and explores new strategies for enhancing faculty support. Using a mixed-methods design, quantitative data were collected from 150 teachers through a structured survey based on the Maslach Burnout Inventory, while qualitative insights were gathered from in-depth interviews with 15 teachers. Findings reveal high levels of emotional exhaustion, moderate depersonalization, and reduced personal accomplishment among teachers, with workload, limited administrative support, and work–life imbalance identified as major stressors. Burnout showed a strong negative correlation with teacher retention, indicating that heightened stress significantly increases turnover intentions. Comparative analysis also showed that private school teachers experience greater burnout due to heavier workloads and lower job security compared to government school teachers. Despite these challenges, factors such as professional development opportunities, supportive leadership, and positive peer relationships were found to enhance job satisfaction and retention. The study concludes that traditional support mechanisms are insufficient in addressing the multifaceted nature of teacher burnout. It recommends comprehensive strategies including workload reduction, mental health initiatives, participatory leadership, improved compensation, and sustained professional learning. These insights contribute to the development of holistic models for faculty support and underscore the need for systemic reforms to create healthier, more resilient educational environments.