Factors Associated with Teacher Burnout in some Gaborone Secondary Schools in Botswana

Authors

  • Bolelang C. Pheko University of Botswana, Faculty of Education, Gaborone, Botswana.
  • Segomotsi Pilane Gaborone Secondary School, Gaborone, Botswana.

Keywords:

Burnout, Commitment, Accommodation, Remuneration, discontentment.

Abstract

This paper discusses factors that contribute to teacher burnout in Botswana. The rationale for this study was to find out from some senior secondary school teachers if there were any factors that prohibit them to be effectively committed to their duties. The methodology of the study was based on the positivistic paradigm using the quantitative method. Data was collected using a closed question type in which possible answers were given using the Likert scale. The findings of the study show that there are a number of factors that contribute to teacher burnout such as poor working conditions of service, unmanageable class size, poor inadequate decent accommodation and inadequate teaching facilities. Finally it is argued that the Ministry of Education and Skills Development has an obligation to improve teachers’ terms and conditions of service by ensuring that their remuneration is at par with those with the same qualifications and working at the head office of the same Ministry. Furthermore, the Ministry needs to look for an assessment system that will assess if teachers are teaching as per the requirements and if so what rewards are to be awarded. In the event that certain teachers are not meeting the set requirements what measures should be put in place to assist such teachers to improve to meet the set standards.

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Published

2021-02-04

How to Cite

Pheko, B. C. ., & Pilane, S. (2021). Factors Associated with Teacher Burnout in some Gaborone Secondary Schools in Botswana. Staff and Educational Development International, 19(2&3), 149-161. Retrieved from http://journal.netsed.net/index.php/sedi/article/view/63