Impact of Teachers' Burnout on Students’ Academic Performance at the Primary Level

Abstract

The study examined the relationship between teachers' burnout and its impact on students’ academic performance. The null hypotheses of the study posit that there is no significant relationship between teachers’ burnout and students’ academic performance, and that burnout has no significant impact on students' results, engagement, and motivation. A quantitative survey research design was employed, with data collected from 364 respondents from a population of 4,117 PSTs in District Bhakkar, Punjab, Pakistan. Using stratified random sampling, proportional representation was given to the tehsils and gender. A structured questionnaire was developed to assess the prevalence of burnout and the academic performance of students. The questionnaire's validity was assessed by expert review and confirmatory factor analysis, while its reliability was evaluated using Cronbach's alpha. Correlation and regression analyses revealed a modest but statistically significant association between teacher burnout and students' academic performance; nevertheless, the effect was small, indicating that burnout is not a primary predictor of academic outcomes. It is suggested that educational departments and school administrations may enhance teacher autonomy, facilitate professional development, and provide support mechanisms to mitigate burnout and to improve classroom engagement.