The Causes, Consequences, and Mitigation of Teacher Burnout: A Comprehensive Literature Review

Teacher burnout represents a systemic occupational crisis that increasingly threatens global educational stability. Utilizing the Seven-Step Comprehensive Literature Review (CLR) methodology (Onwuegbuzie & Frels, 2016), this review synthesizes recent empirical research to evaluate the etiological factors, physiological and academic consequences, and evidence-based interventions associated with educator burnout. The literature indicates that burnout is rarely an individual deficit; rather, it is propelled by systemic environmental failures, including unmanageable workloads, inadequate administrative support, and role ambiguity. The consequences of this chronic stress extend beyond staff attrition, manifesting as measurable somatic illnesses in educators and correlating directly with diminished student academic achievement and motivation. The findings emphasize that effective mitigation requires structural reform, targeted administrative accountability, the strategic use of technology, and the reduction of redundant tasks, rather than relying on individual wellness strategies.