Teacher burnout is one of the most neglected areas of educational research in third world countries, including Mauritius. It is still quite taboo to admit that teachers may be facing a burnout effect. The expression ?teacher burnout? depicts a profound professional malaise. It affects not only the victims but also the pupils, the administration and parents who have entrusted their wards to them.

■ <B>What is ?teacher burnout??</B>

Stress and burnout is an occupational hazard to which members of ?helping? professions are exposed, including teachers. Hendrickson (1979) defines teacher burnout as ?physical, emotional and attitudinal exhaustion? that begins with a feeling of uneasiness and increases as the joy of teaching gradually slips away. Although the symptoms of burnout may be personal, there are generally ?lack of? symptoms (McGee-Cooper, 1990). The list includes lack of energy, joy, enthusiasm, satisfaction, motivation, interest, zest, dreams for life, ideas, concentration, and self-confidence.

Surprisingly, many teachers surveyed in Mauritius were unaware of this phenomenon. The terms most commonly used to describe the phenomenon may range from ?dégoûté?, ?plein?, ?pa envi rant dan klas?, ?klas enn lanfer?, ?lenseignman enn travay ingra?, etc. all expressing a profound malaise that teachers may be silently enduring. Allowing such a situation to continue unchecked can be as harmful to teachers as to the administration, students, parents and the system at large.

■ <B>Why does burnout occur?</B>

Many teachers find the demands of being an educator in today's schools difficult and stressful. When a potentially threatening event is encountered, a reflexive, cognitive balancing act occurs; weighing the perceived demands of the event against one's perceived ability to deal with them (Lazarus & Folkman, 1984). Events perceived as potential threats trigger the stress response, physiological and psychological changes that occur when coping capacities are challenged. The most typical trigger to the stress response is the perception that one?s coping resources are inadequate for handling life?s demands.

For instance, a negative report by an inspector, an unpleasant comment by the head of school or the failure to meet professional targets may have far-reaching consequences on the teachers? psyche.

Research by Pullis (1992) lists the major sources of occupational stress by teachers as: inadequate discipline policies of the school; attitudes and behaviour of administrators, evaluation by supervisors, attitudes and behaviour of other teachers/professionals; work overload, poor career opportunities, low status of the profession, lack of recognition, noisy and uncontrollable students, dealing with demanding or unreasonable parents.

■ <B>Causes of burnout in Mauritian schools</B>

However, surveys in Mauritian primary and secondary schools attribute stress and burnout to dictatorial school heads, too much parental influence in teachers? work, victimisation by the hierarchy, lack of recognition, backbiting by colleagues, inability to cope with responsibilities, too much pressure at home, inability to cope with turbulent pupils, inability to meet deadlines - correction of exam papers, reports etc., managing work and MIE or courses.

However other interesting reasons for burnout were noted in the research. They are namely:

● Some teachers have other part-time responsibilities (private tuition, owners of shops, video clubs, restaurants, contract vans or they work for insurance companies or computer agencies, etc)

● Political involvement (especially when the party is in the opposition)

●Frustration when junior colleagues are promoted (because they are better qualified)

● The work becomes too repetitive and monotonous, after 20-25 years, in the same place, with the same people.

● Stressful company can fuel a burnout phase in a burnout-prone teacher.

● Abrupt transfer (considered as punitive)

● Addiction (alcohol, drugs, gambling, etc.)

● Domestic problems

While there may be differences in the findings of the research carried out in America and Mauritius, there are common problems faced by teachers overseas and locally.

■ <B> The effects of burnout</B>

The major effects of stress identified by American teachers surveyed are: feeling exhausted, frustrated, overwhelmed, carrying stress home, feeling guilty about not doing enough and irritable. In Mauritius, the outcomes of burnout resemble those of their American counterparts but have their own ?local? specificities like:

● Work at school is neglected - exercise books are not checked or corrected

● Syllabus is not completed

● Absenteeism and lack of involvement in school activities

● Quality of relationship with pupils and colleagues deteriorates

● Loss of self control, lack of dynamism, shunning the company of others, easy irritation, exercising corporal punishment on pupils, using vulgar language.

● Escape through alcohol and other such things.

Very often the victim of burnout renders his/ her situation more complicated. There is an absence of a sharing culture in Mauritius. No sooner does one teacher start with his/her problems, than other colleagues display a long catalogue of their own problems, hence failing to listen to the cry for help. Others feel ashamed to talk about what they are undergoing because of ego.

■ <B> Prevention of burnout</B>

Burnout is a phenomenon which exists in other professions also. It is far better if the roots of teacher burnout are identified and eliminated before the syndrome develops. Preventive interventions may be done at the organizational level, with changes in the school environment, or at the individual level.

In Mauritius, in the absence of an official recognition of the phenomenon, it would be puerile to talk about official remedies or solutions. Nonetheless, teachers and heads of schools can play a vital role in i) understanding the problem by being conscious of its symptoms, ii) creating an atmosphere where those who need support get attention.

The strategies teachers reported they use most often to cope with stress were: doing relaxing activities, organizing time and setting priorities, maintaining diet and exercise, discussing problems with professional colleagues, taking a day off. When asked what schools might do to help relieve teacher stress, the most frequent strategies were: more time for teachers to collaborate/talk, more workshop/in-service/advanced courses, more verbal praise/reinforcement/respect for the job, more support, more support staff/clerical assistance, more educational opportunities to learn about students with behavioural disorders and programme options, better communication and decision-making involvement with administrators/heads of school.

Conclusion</B>