Morale and burnout in an Australian public school: A socio-technical systems approach

Abstract

This exploratory case study investigated the link between morale and burnout in an Australian public school. Qualitative data was collected from 8 focus groups involving 47 participants. In analysing the qualitative data, an objective content analysis using the software program Leximancer was conducted. The findings indicated that a lack of support and poor systems (particularly in relation to behavioural management) were central to staff burnout and lower morale. A socio-technical systems framework including people, systems and tools was developed and applied to explain the results. It was argued that the attributional process of blame and a lack of perceived empathy (for poor systems) from leaders in the school was adding to feelings of low morale. The findings suggest that without empathy in leadership, attempts to improve morale in a workplace may actually increase burnout risk. The case study also highlights the buffering effect that ‘pod-synergy’ can have in mitigating burnout risk among teachers when there is a lack of involvement and empathy in the way decisions are made by leaders. Finally, a balance between the people and the systems is recommended so that there is enough autonomy for teachers to make situation-based decisions using their own skills and training without the demands of too much ‘red tape’.