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Yegana Bektashi, Baku Oxford School, AzerbaijanAbstract
Teacher burnout has become one of the most pressing challenges in modern education, especially within high school environments where academic pressure, administrative demands, and emotional labor converge. While the impact of teacher stress on job satisfaction and teacher retention has been widely studied, its indirect effect on student emotional wellbeing remains underexplored. This qualitative study investigates how teacher burnout shapes classroom climate, teacher- student relationships, and ultimately student emotional health. Using semi-structured interviews with 157 Secondary school students and 24 teachers from three private schools and 3 public schools, the research applies thematic analysis to identify emerging patterns. Findings indicate that teacher stress generates a tense classroom atmosphere, reduces emotional responsiveness, and leads students to internalize negative emotional cues. Students describe increased anxiety, diminished motivation, and emotional withdrawal in response to teacher burnout. The paper argues that teacher wellbeing is foundational to a healthy school ecosystem and proposes recommendations for school leaders, policymakers, and mental health professionals to develop comprehensive wellbeing frameworks. The study highlights that supporting teachers’ emotional needs is essential for fostering positive climates and sustainable learning environments.
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Conference: WCSS2026Stream: Education and Social Welfare
This paper is part of the WCSS2026 Conference Proceedings (View)
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