Burnout Prevention & Amelioration Slides 19-27

1. PART II:
Burnout Prevention & Amelioration
2

2. Early Warning Signs of OEB
Online educators who report feeling burned out report the
following common symptoms:
• Chronic fatigue – feeling constantly tired or exhausted
• Anger at those making demands
• Self-criticism for putting up with the demands
• Cynicism, negativity, irritability
• A sense of being besieged
• Exploding easily at seemingly inconsequential things
• Frequent headaches and gastrointestinal disturbances
• Weight loss or gain
• Sleeplessness and depression
• Shortness of breath
• Suspiciousness
• Feelings of helplessness
• Increased degree of risk taking
* Many of these signs may be caused by a medical condition. Check with your
physician

3. Prevention Strategies For Learning
Institutions
Kyricacou (as cited by Wood & McCarthy, 2004; Hogan & McKnight, 2007) suggest the
following advice for learning institutions:
• Consult with online faculty on matters directly impacting their learning environment;
•Provide adequate resources to support online instructors;
•Provide detailed job descriptions and faculty expectations to reduce role ambiguity;
•Create and maintain clear lines of communication between online faculty and administrators
by performance feedback;
•Facilitate professional development activities; and,
•Reduce teaching load and number of students per online course.
Source: Kyriacou, C. (2001). Teacher stress: Directions for future research. Educational Review, 53, 28-35.

4. Prevention Strategies For Online
Faculty
Coombe (2008) suggests the following prevention strategies for online faculty:
1. Awareness of burnout symptoms;
2. Reaching out to others for support;
3. Consulting with other colleagues and building an circle of support;
4. Interacting with the learning institution and various administrators;
5. Avoid sweating the small stuff;
6. Take time each day to engage in something enjoyable;
7. Get involved in professional activities; and,
Remember the reasons for getting involved with teaching in the first place.
Source: Coombe, C. (2008). Burnout ELT: Strategies for avoidance and prevention. TESOL Arabia perspectives , 15 (3),
11-13.

5. Amelioration
Direct Action & Palliative Coping Skills (Lazarus, 1981);
(Kyriacou, 2001):
1. Keep problems in perspective;
2. Avoid confrontations;
3. Relax after work;
4. Take action to deal with problems;
5. Keep feelings under control;
6. Devote more time to particular tasks;
7. Discuss problems and express feelings to others;
8. Have a healthy home life;
9. Plan ahead and prioritize; and,
10. Recognize one’s own limitations.
Source: Moore, J. (2009) Online Educator Burnout.

6. Self-Care
1. Let go of guilt associated with not being constantly available to students right
away;
2. Set clear office hours and obey them, blocking off time for specific work-
related tasks at various points throughout the day (i.e. e-mail, grading);
3. Manage time more effectively and learn to communicate current workload with
administrators; and,
4. Be proactive and manage student expectations (i.e. communications policy,
check-in schedules and response turn-around times).

7. Other tips ….
1. Schedule regular meal times as well as outdoor time;
2. Balance work-related tasks with social breaks; and,
3. Make “work talk” off limits during non-office hours;
4. Think twice before making your cell number available;
5. Block off part of your day and say NO to everything

8. Summary
What we know:
• Online Educator Burnout is a real problem
• Learning institutions should learn more about this issue
• Online educators need to learn more about burnout

9. Thoughts? Comments?
Email: john.moore86@mycampus.apus.edu