TEACHERS’ BURNOUT IN THE CLASSROOM: EXPLORING ITS IMPACT ON STUDENT ACADEMIC ACHIEVEMENT – A CORRELATIONAL STUDY

Abstract

The connection between teacher burnout and student academic achievement is crucial to understand, as exhausted and overwhelmed teachers may struggle to effectively educate their students, potentially leading to lower academic performance. This study aimed to explore this relationship through a descriptive correlational approach. Using a convenient sampling method, the researcher selected 319 secondary school teachers from public sector schools across three districts in Punjab: Lahore, Sahiwal, and Faisalabad. To assess teacher burnout levels, the Maslach Burnout Inventory was used, while student achievement scores were gathered from the official results gazette of the respective districts. The data was analyzed using SPSS version 26. The findings revealed a significant negative correlation between teacher burnout and student academic achievement. In other words, students who performed poorly were more likely to be taught by teachers experiencing high levels of burnout. This study adds valuable insights to existing research, emphasizing the critical role of teacher well-being in shaping student success.