Purpose:
This paper explores how individual and collective burnout has become an organizational concern for school leaders, why burnout matters and what might be done to address the problems individual and organizational burnout generates.
Design/methodology/approach:
This paper presents an analysis of the current literature regarding individual and collective burnout, identifies contributing factors and explores the impacts of each. Following a discussion and synthesis of the research literature, implications for practice are presented.
Findings:
Highlighting exhaustion as a factor in burnout and as a significant consequence of stress, the paper proposes specific individual teacher and leader actions focused on addressing broad organizational responses with the potential to address the consequences of burnout including depersonalization, cynicism, emotional and compassion fatigue, and a loss of individual and collective efficacy. The authors argue that for burnout to be successfully mitigated, urgent strategic and focused organizational responses are essential to identify, track, and counter individual and collective burnout.
Originality/value:
Much of the existing burnout literature focuses on the individual as the locus of experience and inquiry. The authors contend that this predominant focus on individual experience is insufficient to address systemic organizational issues, problems and concerns facing educational organizations that perpetuates and accelerates the experience of individuals. This paper contribution elevates conceptions of and discussions about burnout to the organizational level and reframes the conversation by focusing on organizational responses
