Teacher burnout is not just prevalent—it has become a pervasive issue within the profession. According to a comprehensive 2025 We Are Teachers survey involving over 2,400 educators, an alarming 91.95% reported experiencing burnout, with nearly 75% categorizing their burnout as significant, serious, or severe.
This data underscores the urgent need to address teacher burnout, but what factors contribute to this crisis? The causes are multifaceted, extending from inadequate salaries that barely sustain families to challenging working conditions in educational institutions. Personally, my own experiences of burnout stemmed from three key factors within a single school year: navigating the challenges of being a new mother while teaching, managing difficult interactions with parents, and adapting to the demands of teaching during the pandemic.
When we delved deeper and asked teachers to identify the reasons for their burnout, it became apparent that the issues were broader than just low pay or parental challenges, and even more significant than the pandemic. Surprisingly, the root cause was not even listed among the multiple-choice options in our survey. The feedback we received from teachers highlighted one overarching issue:
Teachers Don’t Have What They Need to Do Their Jobs
The reasons behind this shortfall are complex, yet the message is straightforward: educators are eager to perform their roles effectively, but the existing system hampers their ability to do so.
The Workload is Crushing
Almost half of the teachers surveyed (46%) reported that their workload is frequently overwhelming, with another 46% indicating that it is occasionally overwhelming. Only a mere 9.5% described their workload as manageable.
This relentless pressure is pushing educators to their limits, with 66% expressing that they have considered leaving the profession in the past year. When asked for advice to new teachers, a notable third simply stated: “Don’t do it.”
Others provided more nuanced insights:
“All teachers feel behind. Choose an acceptable level of behindness and move on.” —N.P., Middle School Teacher, NY
Teachers Have Some Support but Not Enough to Do Their Job Well
While a portion of teachers reported reasonable access to professional development (47%), classroom supplies (45%), and manageable class sizes (44%), these statistics reveal a system that is inconsistent and often inadequate.
When asked what additional support they wished for, the responses were revealing:
- Clear communication from leadership (50.64%)
- Recognition and appreciation (46.26%)
- Time to collaborate with colleagues (45.45%)
- Reduced administrative tasks (45.23%)
- Protected planning time (44.11%)
Time, clarity in communication, and a reduction in administrative duties—teachers are not asking for the impossible.
So, what are the specific drivers of teacher burnout? The top contributing factors included student behavior (77%), lack of administrative support (53%), and insufficient planning time (48%). Ultimately, educators are simply striving to fulfill their roles effectively, motivated by their passion for teaching.
It becomes nearly impossible to perform your duties when faced with a student exhibiting disruptive behavior, or when an administrator offers little more than vague reassurances when addressing significant academic challenges.
As one teacher noted:
“We are teachers, not therapists or psychologists. Violent behaviors—especially repeatedly from the same student—need to be addressed and not swept under the rug.” —N.A., Elementary Teacher, VA
“I don’t mind working 60-hour weeks. I mind when administration is preventing me from being efficient.” —Wendy R., High School Teacher, MA
“My yearly budget is $600 as a science teacher. Most of what I need I pay for out of pocket.” —B. Roderick, Middle School Teacher, CO
How Are They Coping?
Teachers who have managed to avoid burnout attribute their resilience to work-life balance, a positive mindset, and the establishment of boundaries—strategies that reflect a need to adapt to a system that often falls short of meeting their needs.
For those who have experienced burnout but remain in the profession, coping mechanisms include setting limits around work responsibilities, relying on their support networks, and honing time management skills. In essence, rather than flourishing in a system tailored to uplift them, they are learning to keep the burdens of teaching at a distance.
And Nearly Every Teacher Mentioned One Thing That Still Brings Them Joy: The Students
It’s no surprise that students serve as both the motivation for teachers to stay in the profession and the source of their frustration. Burnout often arises not from the students themselves, but from the systemic failures that hinder teachers from providing the support these students require, whether academically or behaviorally.
What’s Been Lost?
Teachers expressed deep concern in our survey about how the profession has transformed, particularly over the past decade.
“Creative expression and the time to deeply explore topics of student interest have mostly disappeared. The joy of learning has been sucked out of classrooms.” —H. Karram, Elementary Teacher, MI
“The lack of respect and support for the educator’s career is the most egregious problem of all.” —L.N., Elementary Teacher, OK
The conclusion is clear: When teachers receive adequate support, they flourish. They cherish their roles and remain in the field. The solutions to the issue of teacher burnout are evident—and they are not convoluted. The challenge lies in the willingness to listen and implement change.
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