Teaching can be viewed as a high-stress profession. Teaching has all thecomponents linked with stress such as, a complex structure, ongoing assessmentof its procedures and results, and progressively intense social communicationswith students, mothers and fathers, co-workers, principals and the society etc.Increased student misbehaviour, congested classes, inadequate incomes,challenging or unsupportive mother sand fathers, budgeting restrictions, lackof infrastructure, have provided to a limited teacher force world over.

Carter(1994) describes teacher burnout as physical, emotional, and attitudinalfatigue that starts with a feeling of discomfort and escalates as the spirit ofteaching starts to progressively deteriorate.          Asburnout job satisfaction is a famous aspect in industrial behaviour research.It is described as being pleased with many job components (Herzberg &Mausner, 1959).

Decreased satisfaction may be indication of worker absenteeism andintentions to quit in extraordinary instances (Spector,1985; Martin and miller,1986; Dupre and Day, 2007). Discontentment may lead to employees becomingseparated from work, leads to emotions like exhaustion, stress, and cynicism.This type of work-related stress is known as burnout (Oligny, 1994). Increasedwork-related pressure and burnout have proved to reduced efficiency (Brown andCampbell, 1994).Dimensions of burnout             Maslachis one of the founders in studies regarding teacher burnout, which was as aproblem of psychological and physical fatigue pertaining to the growth ofdangerous job behaviour, negative professional self-concept, and loss of empathyfor customers (Saiiari et al., 2011).

There are many explanations of Burnout; but, the most studiedwork is that by Maslach and jackson (1981), which includes three dimensions: 1) emotional exhaustion, defined as the shortage ordeficiency of energy, and a sense of lack of resources; a sense of beingpsychologically strained by exposure to other people),  2)Depersonalization, scenario in which employees see clients, colleagues and thecompany as things, lack of empathy; (hard-hearted reactions to these folks) anda distanced, unsociable, cynical mind-set towards work and other people 3) Low personalaccomplishment, employee evaluates his/her achievements in a very negative way,feeling disappointed with himself or herself and with his or her career growth.A feeling of Low resilience and accomplishment in one’s work)(Tatar, 2002; Leiter & Maslach, 1988; Boles et al., 2000).Does teacher burnout affect students?                     Human service employees are prone to burnout (Freudenberger, 1975).Teachers, especially, encounter many traumatic activities in their professions(Burke et al., 1996). Studying burnout in teachers is very essential, becauseteacher burnout has been discovered to have important effects not only forteacher’s health, but also for student conduct (Pyhältö et al., 2012).

Analysisof teacher burnout has proven that environmental and personal aspects play arole to burnout. For example, high amount of work, lack of assistance and somepersonality characteristics have been recognized as sources of teacher burnout(Pyhältö et al., 2011).

self-efficacy has shown to be an appealing factor for educatorburnout (Brouwers and Tomic 2000, Evers 2002).     Teacher burnout restricts the teacher frombuilding a good mind-set towards learners and their needs. This in turn couldaffect children being less engaged in the learning and less inspired. Manycomplications like dyscalculia, dyslexia, psychological problems, autism signs,etc might be ignored, which would delay the treatment and intellectual training.

                  Stress is transmittable between teacherand students. Researchers from the British Columbia university (UBC) conducteda study on 400 primary students and 17 teachers, results showed the presence ofcortisol (stress hormone) in them. They found teachers who admitted that theyhad feelings of mental and physical exhaustion, their students had increasedcortisol levels.                     Depersonalization can harm harmfuleffects in classrooms. Teachers have a negative attitude towards students, thiscan affect student’s motivation, and perception of the teacher, thus affect hisstudies negatively (Williams and Burden: 2000). Burned out teachers are notsympathetic to their children; therefore, they do not come well prepared forclass and is not dedicated to their teaching (Bryne: 1994). This canalso affect student’s perception of their teachers. Teachers could experienceanger and violence, this could add to their stress and hence furthermoreincrease burn out symptoms, thus they could develop negative attitude towardsstudents and teachers working with them.

Hence burnout is a threat to the teachingindustry in general.              When students can share their ideas andemotions is when actual learning can take place (ozdemir,2007). Burned out teacherswould be intolerant to this. According to blasé,1982, stress can affectteacher’s effectiveness. Student achievement takes place when the teacher feelsgood about his/her work. (black:2001).         One of the factor that leads toeffective teaching is teacher enthusiasm (Williams and burden 2000).

Teacherswho have burnout symptoms are less enthusiastic and do not take classescreatively.Stress can make teachers quit their jobs which leads to earlyretirement (Griffith, Steptoe and cropley,1999). These teachers are not taskoriented and give less recognition for their children(koon,1971). Thus, gives aneed for having competent teachers.

 Sources of teacherburnout.                  The causes or reasons forteacher burnout are many. Most research have suggested that it is the result ofenvironmental factors (societal and organizational) and personality factors.According to kyriacou(2001), 9 sources of teacher stress are:·        Educatingstudents who lack motivation·        Keepingdiscipline·         Excess work·        Managingchange·        Beinganalysed by others·        Relationshipwith colleagues·        status·        management·        roleambiguity