Teacher Burnout: Experiences of Thai Teachers Teaching English Language at a Faith-Based School in Thailand

Abstract

Abstract

Aim/Purpose: This study aimed to investigate burnout experienced by Thai nationals who teach English in a faith-based school. The study identified several specific challenges that caused burnout among these English teachers. Additionally, it examined the consequences of burnout on teacher performance, including their effectiveness in the classroom. The study also investigated what support is available for teachers that helped to prevent or reduce burnout.

Introduction/Background: Teacher burnout is a global crisis, with education professionals experiencing higher exhaustion rates than workers in many other fields. In the United States, teacher burnout is 59%, compared to 48% among other professionals. This pattern extends to Asian countries, where teachers in China, Malaysia, and Thailand report significant emotional exhaustion and loss of autonomy. Thai teachers, in particular, struggle with mental health challenges, including depression, anxiety, and stress. This situation is especially challenging for English teachers, who must manage heavy workloads, including class preparation, grading, student behavior supervision, and extracurricular activities. Poor work environments, low morale, insufficient trust among staff, and inadequate communication further exacerbate this burnout. English teachers face the additional challenge of teaching students with varying language skill levels in the same classroom, often without proper training for addressing these differences. The consequences of burnout include lower engagement levels, declines in teaching quality, increased staff turnover, and lower job satisfaction. Consequently, these impacts extend beyond professional performance and affect teachers' physical and emotional well-being, thus ultimately compromising student learning outcomes.

Methodology: The participants were selected based on Creswell's (2013) guidelines, which suggest that phenomenological research should typically involve a sample size of five to 25 participants. Six participants were selected through purposive sampling to ensure that the study included individuals who could provide relevant and valuable insights. Data was collected through phone interviews and Zoom meetings, allowing participants to share their experiences openly and flexibly. The data was analyzed using thematic analysis, which involved coding and interpreting the information provided by each participant. This process allowed researchers to identify repeated patterns, themes, and key points in the responses. Each participant's data was carefully reviewed and coded to capture the essence of their perspectives and experiences.

Findings: The findings revealed that the key challenges contributing to English teacher burnout included student-related issues such as poor attitudes toward learning, disruptive behavior in class, and changes in student learning behavior after the COVID-19 pandemic. Other factors that exacerbated burnout include excessive workloads, lack of support for professional development, and inadequate teaching materials, especially for new teachers who were coping with multiple roles simultaneously. The no-fail grading policy in the Thai education system became another stressor for teachers, as it allows for redoing assignments and retests. This system lowered teacher teaching motivation and student learning commitment. Family responsibilities were another challenge for teachers, especially when balancing schoolwork and duties at home, as this significantly impacted their professional effectiveness. The study also highlighted the negative impacts of teacher burnout on teacher performance, as evidenced by reduced motivation to teach and a lack of class preparedness. This decline in teacher performance affects student learning, resulting in lower engagement in class. To cope with burnout, teachers opted for peer sharing and spiritual practices, such as prayer and worship group support, which emerged as essential pillars for addressing their emotional well-being.

Contribution/Impact on Society: This study investigated the burnout experienced by Thai nationals who teach English in a faith-based school. Its findings highlighted the challenges that caused teacher burnout, and showed how they affect performance. Additionally, it revealed the support that teachers received. The study gave recommendations to teachers and schools regarding ways for teachers to prevent or reduce burnout and have good well-being in the workplace.

Recommendations: Schools should promote policies focusing on teachers’ well-being to address burnout, such as seminars addressing teaching methods and student behavior.  School administrators should consider reducing some teachers’ workloads and providing counseling services for students and teachers. In collaboration with other schools, efforts should be made to identify suitable and unsuitable textbooks, and to develop teaching materials so that teachers have the necessary resources for teaching.

Research Limitations: This study had several limitations; teacher burnout is a sensitive topic that made participants uncomfortable sharing deep information about their school experiences. Another limitation was the translation of information from Thai to English. The interviews were conducted in Thai to ensure that participants could freely express themselves; however, some nuances might be lost during the translation process, which could affect interpretation of the data.

Future Research: Future studies should use diverse and mixed research methods to understand burnout among English teachers. Additionally, research in Thai faith-based schools should focus on the unique experiences of teachers at various Christian schools. This approach may help to identify culturally relevant interventions to address burnout and improve teacher well-being. By exploring different perspectives and experiences, future studies may provide valuable insights that lead to more effective strategies and support systems for teachers in such settings.