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@article{190994,
        author = {Divya Dwivedi and Anuradha Yadav},
        title = {Occupational Burnout in Teaching: Implications for Educator Well-Being and Student Development},
        journal = {International Journal of Innovative Research in Technology},
        year = {},
        volume = {12},
        number = {no},
        pages = {662-665},
        issn = {2349-6002},
        url = {https://ijirt.org/article?manuscript=190994},
        abstract = {Teacher stress and burnout have emerged as pervasive and escalating threats to contemporary education systems, influencing not only the mental health and quality of life of educators but also instructional effectiveness, school functioning, and student learning outcomes. A growing body of literature identifies a multifaceted nexus of causes, including high workloads, emotional labour, classroom management challenges, inadequate compensation, poor organisational climate, and shifting policy landscapes. The consequences extend beyond individual wellbeing, manifesting in reduced classroom performance, increased turnover intentions, attrition, and diminished student motivation. Although research acknowledges demographic and contextual variations in stress and burnout, most studies converge on the conclusion that systemic work conditions, emotional demands, and institutional cultures amplify vulnerability among teachers. This paper synthesises theoretical, empirical, and contextual evidence to explore the prevalence, predictors, and consequences of teacher burnout, with particular attention to its impact on teacher effectiveness, student outcomes, and the sustainability of educational systems. The discussion highlights gaps in current policy responses and advocates for comprehensive, multi-level interventions to support teacher wellbeing, strengthen educational practice, and safeguard future learning environments.},
        keywords = {teacher burnout; teacher effectiveness; emotional labour; educational sustainability},
        month = {},
        }