School Climate, Teacher Burnout and Wellbeing in Public Primary Schools of Punjab, Pakistan

Abstract

 School climate, teacher burnout, and wellbeing constitute critical elements influencing educational outcomes in public schools. This study titled “School Climate, Teacher Burnout and Wellbeing in Public Primary Schools of Punjab, Pakistan” aimed to (a) assess the current state of school climate, teacher burnout, and teacher wellbeing, (b) examine the relationship among school climate, teacher burnout, and teacher wellbeing employing a quantitative, survey-based research design. The study population comprised all primary school teachers and their head teachers in public schools of Punjab province of Pakistan. Utilizing multistage random sampling, 420 teachers and 140 head teachers were chosen from 140 public primary schools across Punjab. Data were collected using two self-developed questionnaires: one for teachers (88 items) and one for head teachers (88 items). Questionnaires were validated through expert review and pilot testing. Data was analyzed using statistical procedures to count frequency, percentage, mean scores and standard deviations and correlation. Results indicated that inadequate administration, low psychological and emotional safety, lack of resources, and parental and community involvement contributed to a suboptimal school climate. Furthermore, study found that a poor educational environment characterized by cynicism and emotional exhaustion was identified as the root cause of teacher burnout. Significantly, teacher wellbeing was found to mitigate the adverse effects of teacher burnout while simultaneously enhancing instructional quality and overall school climate. Therefore, this study necessitates targeted interventions to improve teacher wellbeing, foster a positive school climate, and actively engage parents and the community to strengthen overall teacher welfare in Punjab’s public schools.