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It is an undisputable fact that teachers world-wide, contribute significantly towards the development of every nation. Hence, it is crucial that all the needs of teachers are met to ensure that they continue to train the citizenry for sustainable development. However, most teachers world-wide are stressed and are at risk of burnout as a result of poor working conditions (Armstrong, 2001). Locker (2007) observed that jobs are the central cause of burnout because most people spend most of their time at the workplace; teachers are no exception. Martinetz (2012) defined burnout as a feeling of stress and frustration that an individual can experience, which could culminate in attrition. According to Maslach and Jackson (1981), burnout is defined as “a syndrome of emotional exhaustion and cynicism that occurs frequently among individuals” (p. 99). Parker, Martin, Colmar and Liem (2012), outlined some of the signs of teacher burnout as illness, impatience, absenteeism, a lack of commitment, and poor job performance. Kyriancou (2001) intimated that teachers experiencing burnout have low commitment and enthusiasm towards their work which reflects in their job performance. Indeed, educators go through many obstacles that increase their burnout and stress levels. The educational system in Ghana has been undergoing a whole culture of changes and transformation and as a result, teachers are subjected to very stressful working conditions (Baah, 2009). However, stringent demands by teachers in Ghana had been treated with disdain, leading to industrial action in all public schools (Adanusa, 2014). Many teachers have found these changes stressful and have left the teaching profession due to burnout. Moreover, factors such as long hours at work, engaging in co-curricular activities, taking care of children and other domestic activities at home, increase the level of burnout among teachers.

Teacher Burnout at the Elementary School Level in Ghana: A Qualitative Investigation into its Causes and Effects