The Impact of Leadership Styles on Educator Burnout in a Girls' State Secondary School

“The topic of stress is one that has been ongoing for many years, but the teaching profession has seen a significant increase in this ailment over the past four decades” (Cosgrove, 2000).

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Stress in teaching can manifest as positive (eustress) or negative (distress), but it’s the negative form that poses serious risks for educators. Left unaddressed, this stress can lead to burnout—a state that impacts educators’ mental and physical health, ultimately affecting both their performance and their students. Understanding the factors that contribute to educator burnout and examining how leadership styles influence this phenomenon is essential for fostering a supportive educational environment.

Educator Burnout and Leadership in Secondary Schools

Educator burnout has been extensively discussed in research, yet studies focused on the link between burnout and leadership styles within secondary schools remain limited. This study examines educator burnout within the context of leadership styles practiced by the Head of School in a girls’ state secondary school, exploring how these styles contribute to or mitigate burnout among teachers.

Kyriacou (2001) defines educator stress as “unpleasant and negative emotions, such as anger, anxiety, tension, frustration, or depression, stemming from their work as educators.” Guglielmi and Tartrow (1998) describe burnout as a state of “emotional, physical, and attitudinal exhaustion.” These insights highlight the connection between burnout and the demands placed on educators, often stemming from school leadership approaches.

The Rising Stress in Teaching and Its Effects on Educators

Numerous studies (Powell & Cheshire, 2004; O'Donnell et al., 2008) reveal that stress is a growing problem in the teaching profession, resulting in lower job satisfaction and poor mental health among educators. Teaching has become an increasingly high-stress job, exacerbated by work overload, shifting policies, and evolving technological demands (Klassen et al., 2010). High stress and burnout can lead to decreased instructional quality, ultimately compromising students’ learning experiences (Farber, 1984).

Addressing Educator Stress: Research Insights

Several researchers have explored methods to reduce teacher stress and prevent burnout. Cosgrove (2000) emphasizes the role of stress in teacher breakdowns, suggesting self-help strategies and institutional support to address these issues. Cockburn (1996) and Lambert & McCarthy (2006) highlight the importance of managing classroom demands and building positive teacher-student relationships. Practical approaches, like organizing classrooms and participating in stress management activities, are encouraged to help educators cope (Swick & Hanley, 1980).

Leadership Styles and Their Influence on Educator Burnout

Leithwood and Beatty (2008) examine how school leaders impact educators’ stress levels, job satisfaction, and morale. Leadership styles play a critical role in shaping the school environment, with productive leadership potentially reducing stress and burnout. Thus, it is crucial for educational leaders to adopt leadership approaches that positively influence teachers’ emotional well-being.

Problem Statement

The teaching profession has become increasingly demanding, with school administrators playing a vital role in creating a supportive teaching environment. Unfortunately, some educators face challenges due to ineffective leadership styles, leading to increased stress and burnout.

Burnout is a psychological syndrome affecting teachers’ well-being, performance, and overall school functioning. It consists of three stages: emotional exhaustion, depersonalization, and a reduced sense of accomplishment. Among educators, burnout often leads to absenteeism, low job satisfaction, and, in some cases, decisions to leave the profession altogether.

This study aims to evaluate the impact of the Head of School’s leadership style on educator burnout in a girls’ state secondary school in Mauritius. Variables such as years of teaching experience, gender, and tenure at the current school are considered to assess their effect on burnout levels.

Identifying the Research Gap

While substantial research exists on educator stress, burnout, and leadership, few studies address these factors from the secondary school perspective, particularly within girls’ schools. This research aims to bridge that gap by examining how different leadership styles—autocratic, democratic, and laissez-faire—correlate with burnout in a state secondary school setting.

The study aims to contribute to the understanding of educator burnout by assessing how leadership styles in a girls' state secondary school in Mauritius impact teacher well-being. This information could help reduce burnout and promote a healthier, more productive school environment for educators.