Preventing academic burnout and ensuring the wellbeing of teachers returning to academic studies

Abstract

This article examines how mature Israeli teachers returning to academia after many years cope with the burden of their masters' studies in addition to their work as teachers and how the college can improve the well-being of these students and help avoid academic burnout. The study is based on repeated in-depth interviews with 18 female teachers. The analysis of the interviews and observations points to four areas that need to be considered. First, transformation, how returning to academic studies while working full-time changed the students’ lives. Second, the academic climate, the clarity of the elements in the program, coordination between the lecturers, relationships with teaching staff, as well as the facilities offered in the college. Third, academic burnout, which includes time management, challenges of balancing work, family and studies, and coping with frustration. The final theme is support, the importance of support by families, workplace, the staff, and their peers on their learning experience. The results point to the need for more coordination between staff, involving students in academic and administrative decisions and to introduce an ongoing program accompanying the M.Ed program that includes a support system to help reduce stress and avoid academic burnout.