Returning to the Classroom: Enabling and Constraining Factors in Secondary Education Following Burnout

• In Event: School Policy and Strain, Black Tenure-Track Sense of Responsibility, and Flourishing: Paper Session

Abstract

Fifty percent of teachers absent from work due to burnout for over three months do not return to education. Little research has been conducted to explore the factors influencing this decision. Via semi-structured interviews, this study aims to examine the enabling and constraining factors for returning to the teaching profession among secondary education teachers. Thematic analysis revealed several themes. Workload and extensive task lists hinder teachers’ return, compounded by personal circumstances. Passion for teaching, external support, and understanding from colleagues and school management facilitate return. Desired support for reintegration should be tailored to individual needs and a comprehensive return policy with concrete action points is essential. Implementing teacher coaching, providing follow-up, and developing centralized policies can contribute to successful reintegration.

Authors

• Laura Thomas, Ghent University

• Dora Verreu, Ghent University

• Ruben Vanderlinde, Ghent University