Teacher Burnout and Student Learning in Secondary Education in Kalundborg, Denmark

Abstract

Teacher burnout is a critical issue with direct implications for student learning outcomes. The study sought to investigate the effect of Teacher burnout on student learning in Secondary education in Kalundborg, Denmark Burnout, characterized by emotional exhaustion and reduced motivation, can result in less engaging and effective teaching. As educators become increasingly stressed and disengaged, students often experience reduced motivation, lowered academic performance, and a less productive learning environment. Addressing teacher burnout is essential not only for the well-being of educators but also for fostering a positive and effective educational experience that enhances student learning. The research strategy for this study was descriptive. 150 teachers of secondary schools in Kalundborg, Denmark, were the intended audience. From a potential sample of 150 teachers in Kalundborg, Denmark, 125 were interviewed for the research. The data was gathered with the use of questionnaires. In conclusion, teacher burnout in Kalundborg, Denmark's secondary education system is a significant concern that directly impacts student learning. The emotional exhaustion and diminished motivation experienced by burned-out teachers can lead to a less engaging classroom environment, reduced academic performance, and a negative overall learning experience for students. Addressing teacher burnout is essential to create a more conducive and effective educational environment that benefits both educators and students in Kalundborg. The study recommended that to mitigate teacher burnout and enhance student learning in Kalundborg, it is crucial to prioritize teacher well-being. Implementing mental health support services and reducing administrative burdens can help teachers manage stress and regain their enthusiasm for teaching, ultimately improving the educational experience for students.