Associations among elementary teachers’ burnout and their lesson length and classroom grouping in mathematics, science, and English language arts

Abstract

Burnout detracts from teachers' effectiveness, however to streamline supports we must know how burnout surfaces in instruction. We explored whether teachers' (N = 65; majority female and White; years experience mean = 39.15) self-reported burnout related to observed overall time, and time in different groupings, in mathematics, science, and English language arts. Multiple regression revealed that depersonalization was associated with less time in science, and across all content areas both burnout dimensions were generally associated with less time in groupings requiring teachers’ involvement and more time completing independent work. Findings can inform supports aligned with instructional scenarios where burnout surfaces most acutely.