UNDERAPPRECIATED AND OVERWHELMED: ADDRESSING TEACHER BURNOUT AND SELF-EFFICACY THROUGH THE USE OF A SOCIAL AND EMOTIONAL PROFESSIONAL LEARNING FRAMEWORK.

Abstract

Recognizing that feelings of being overworked, undervalued, and isolated contribute significantly to teacher burnout—leading to increased absenteeism and attrition—this inquiry explored the implementation of a teacher-focused SEL professional learning framework to help mitigate these negative effects. By fostering social-emotional competence through consistent training and support, teachers can create a more positive classroom climate that enhances student outcomes. Utilizing an explanatory sequential mixed methods research design grounded in improvement science, this inquiry measured teacher absences and self-efficacy following the professional learning program’s implementation. Additionally, qualitative insights were gathered from teachers’ experiences regarding job satisfaction and retention. The findings reveal that while the SEL framework positively impacted teachers' sense of belonging and support, contributing to a slight reduction in burnout levels and absenteeism, deeper structural issues persist. Teachers reported ongoing challenges related to work-life balance and low self-efficacy in critical areas, such as classroom management and parent engagement. The findings also underscore the complexity of addressing teacher burnout and highlight the need for a multifaceted approach that combines social-emotional interventions with targeted professional development. Educational leaders are urged to develop strategies that specifically enhance teachers’ confidence and competencies, ultimately fostering a more supportive and effective learning environment. This inquiry provides critical insights into the dynamics of teacher well-being and offers a foundation for future research and practice aimed at improving teacher retention and student outcomes. Lastly, the findings highlight the interplay between teacher well-being and student outcomes, emphasizing that addressing teacher burnout through SEL not only enhances teachers' emotional health but also fosters a positive classroom environment conducive to student learning. For practitioners, implications of this inquiry include the need for implementing comprehensive support systems and targeted professional development to sustain teacher efficacy and retention, ultimately leading to improved educational experiences for both teachers and students.