A CQR-M Study on Teachers’ Burnout Experiences and Their Support Needs

Purpose: This study aimed to identify factors influencing burnout experienced by teachers, understand their coping behaviors for overcoming burnout, and determine the support they need for burnout prevention and recovery. Methods: A total of 340 teachers from elementary, middle, and high schools in Chungcheongnam Province responded to open-ended questions online. Data were analyzed using the Modified Consensual Qualitative Research (CQR-M) method. Results: Factors influencing teacher burnout were grouped into seven categories. These categories include 'severity of student problem behavior, crises, and guidance challenges (25.8%)', 'complaints and infringement on teachers' rights by students and parents (19.3%)', 'unfair task assignments and workload (15.4%)', 'conflicts with parents and their negative attitudes (14.0%)', and 'lack of social support and cooperation within the school (14.0%)'. Coping strategies for overcoming burnout were grouped into nine categories, including 'seeking social support and cooperation (24.7%)', 'engaging in self-care activities (24.0%)', 'waiting or leaving it alone (14.0%)', and 'participating in counseling, therapy, or training (9.7%)'. Teachers’ needs for support for preventing and overcoming burnout were analyzed into eight categories, including 'restoration and enhancement of teachers' rights (24.2%)', 'improvement of the work environment to focus on teaching (20.5%)', 'support for counseling, therapy, and training (14.1%)', 'support for student guidance (10.9%)', and 'support for rest (10.1%)'. Conclusion: These findings provide insights into teachers' experiences of burnout and offer implications for preventing and alleviating teacher burnout.