Teacher burnout and coping strategies to remain in teaching job in Malaysia: An interpretative phenomenological analysis

Ismail Hussein Amzat*, Amrita Kaur, Wajeha Al-Ani, Shim Poh Mun, Talatu Salihu Ahmadu

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

1 Citation (Scopus)


This study examines the basic underlying structure of burnout experiences among teachers in Malaysia by discovering the challenges which lead them to experience burnout. Using interpretative phenomenological analysis, the current study explores the coping strategies that these teachers used to remain in their profession. Ten teachers from two public high schools participated in the study. The data was collected through in-depth semi-structured interviews and analysed using the constant comparison method. The findings revealed challenges that cause teachers to experience burnout, which are student misbehaviour, insufficient parental collaboration, occupational stress in the teaching environment, and negative emotions. The themes related to the coping strategies used to remain in the teaching profession are understanding teaching and learning, positive approach, individual factors, and support system. This paper lists some recommendations for managing the issue of teacher burnout and facilitate teacher retention is proposed, which includes providing training and development activities for teachers, increasing salaries, helping teachers develop coping strategies, and creating adequate support systems.

Original languageEnglish
Pages (from-to)1075-1088
Number of pages14
JournalEuropean Journal of Educational Research
Issue number3
Publication statusPublished - Jun 2021
Externally publishedYes


  • Coping strategies
  • Interpretative phenomenological analysis
  • Malaysian teachers
  • Teacher burnout
  • Teaching job

ASJC Scopus subject areas

  • Education


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