Teachers' Emotional and Teacher Burnout Affects Learning Environment Perspectives

Abstract

Teachers' emotional well-being and burnout are critical factors that influence the learning environment and educational outcomes. This study explores the relationship between teachers' emotional experiences, burnout levels, and their perceptions of the learning environment. Understanding how teachers' emotional states and burnout affect their perspectives on the learning environment is essential for improving educational practices and student outcomes. The analysis of qualitative data reveals the nuanced ways in which teachers' emotional experiences, such as stress, job satisfaction, and emotional exhaustion, impact their perceptions of the learning environment. The findings of this study contribute to the existing literature by providing insights into the complex interplay between teachers' emotional well-being, burnout, and their perspectives on the learning environment. Practical implications for educational institutions include the development of supportive policies and interventions to promote teachers' emotional health and create conducive learning environments. By prioritizing teachers' well-being, educational stakeholders can enhance the quality of teaching and learning experiences, ultimately benefiting students' academic achievement and socio-emotional development.