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Purpose: A psychiatric illness called burnout is caused by emotional tiredness, cynicism, and a decreased sense of personal accomplishment. For police officers to handle and adjust to difficult, stressful, and sometimes traumatic events, resilience or recovery during downtime are considered critical capacities. The study aims to investigate the association between resilience or recovery experiences and job burnout among police officers and to ascertain if recovery experiences during off-job time can lessen the harmful impacts of burnout.

Design/methodology: The data were gathered from police officers in the South zone of Kerala state using a structured questionnaire. The police force may have favourable effects on economic development if it embraces resilience-building concepts and develops into a more resilient enterprise. The study used convenience sampling, and the researchers received 300 responses. Karl Pearson correlation and simple regression analysis are used to test hypotheses.

Findings: Findings suggest an association between burnout and resilience or recovery experience measures during off-job time among police officers in Kerala. It is found that recovery experiences can buffer the adverse effects of job stress and burnout.

Practical implications: The results of this study could guide the design of initiatives and programmes that enhance police officers’ performance and satisfaction while also encouraging their general well-being. To further reduce police burnout, implement a programme that aims to improve occupational stress recovery at the organisational level.

Originality/value: It is crucial to evaluate police officers’ burnout and its relationship to resiliency or recovery in their spare time. This study offers unique insights into certain off-the-job behaviours or activities that link to lower levels of burnout; this information could guide programmes or interventions intended to help police personnel.

Career burnout is prevalent in the PR industry, precisely when demand for professionals is increasing. While career burnout has been included in studies and theorising on professionalism and feminisation, issues with turnover and burnout remain.

Using a grounded theory approach, this qualitative study draws upon the lived experiences of 30 current and former female Australian PR professionals to gain an understanding of how they perceive signs of career burnout and the factors that contribute to it.

Career burnout is an occupational syndrome whereby someone gradually morphs from being highly motivated in their role to emotionally exhausted, cynical and/or experiencing feelings of failure. It is a protracted response to chronic workplace demands and stressors, and includes three dimensions: emotional exhaustion, depersonalisation and reduced personal accomplishment. It is specifically a workplace phenomenon, distinguished from anxiety and depression, which can emerge in any context.

A key contributor to career burnout were PR-specific workplace stressors that were perceived to stem from a lack of respect for, or understanding of, PR as a profession. The stressors included the need to‘prove the spend’of PR, unreasonable deadlines, clients disregarding advice or counsel, as well as broader societal perceptions of PR as ‘spin doctors’. This often led to the PR practitioner undertaking work that went against their own advice or resulted in unsuccessful organisational outcomes they felt could have been avoided had their advice been listened to and valued. The workplace factors contributing to burnout overlap in complex ways and the study supports the idea that burnout is a product of situational contexts, despite being acutely felt at the individual level.

Teacher burnout is a persistent challenge for school principals, complicated by the lack of a proven, repeatable strategy to mitigate burnout. If left unresolved, burnout can adversely affect school culture and student learning, leading to turnover that can compound these harmful effects. Since burnout can vary in severity and frequency, principals can work to mitigate burnout in the moment, seizing the opportunity when burnout is first observed. In this narrative sketch, I provide an overview of my experiences in my development as a principal and how this informed my approach to supporting teachers. I also discuss my experiences as principal in working with teachers at different stages of burnout severity, sharing specific stories and reflecting on both the successes and failures of my efforts, including the use of chocolates and tissues to create an individualized safe space to initiate open dialogue. The title, “Chocolates or Tissues,” is a metaphor that represents my momentary burnout mitigation strategy but may also serve as a metaphor for the need for principals to seek individualized opportunities for resolution in a burnout moment when working with teachers.

Four reputed leaders for the coming years in the field of special education for individuals with emotional and behavioral disorders (EBD) each with a slightly different perspective on the field were asked to respond independently to a prompt asking what does special education mean for students with EBD and what is being done and how do we maintain tradition? The contributors' responses to the prompt are presented and then summarized across the essays. A remarkable consistency emerges across the independent essays. In addition to the tradition of providing a free and appropriate education in the least restrictive environment, the contributors identify needs to support teachers serving this population. Needs in teacher training and the expertise required to meet the needs of individuals with EBD are outlined as well as potential contributions of technology to carry out specific tasks. We conclude with a call for increased advocacy for use of the knowledge that we currently possess and that which will soon be discovered to support students with EBD as well as their teachers. We also note that the contributors' names are listed alphabetically to acknowledge the equality of each person to the final product.

The use of information and communication technologies has become widespread in the field of health as well as in all fields. While the intensive use of these technologies increases the productivity of the employees, on the other hand, it may cause negative effects on the employee such as stress, anxiety, anger, burnout, and addiction. In scientific studies, the use of technology is commonly related with saving time, labor, financial resources, effective, efficient, and quality service; however, there are limited studies focusing on the technostress factors in the health field brought by technological transfer and digital transition. These technostress factors are techno-overload, techno-invasion, techno-confusion, techno-insecurity, and techno-uncertainty. In this study, it is emphasized that technostress causes important mental problems such as productivity and burnout, especially for female health employees. This chapter aims to discuss the role of technostress and its factor, theoretically, in the healthcare field in perspective of digital transition.

School-level leaders are suffering. They are experiencing a well-being crisis after years of working long work hours, managing an unrelenting workload, and navigating shifting policy contexts. School leaders that are experiencing work intensification and highly stressful work environments can suffer personal and professional consequences. On a professional level, school-level leaders are immersed in intensified work environments that mute the power and potential increasingly associated with their role. This chapter describes challenges that threaten school-level leaders' productivity, job satisfaction, happiness and well-being, such as work intensification, burnout, stress as well as loneliness and isolation. In these ways, the emotional aspects of their work can influence school-level leaders' ability to lead happy and healthy lives, while also having the supplementary effect of making the position less attractive for the next generation of school leaders. Research conducted in jurisdictions around the world is discussed throughout the chapter to demonstrate that the well-being crisis experienced by school leaders is an international phenomenon. I also use this discussion of the challenges facing contemporary school-level leaders to encourage them to reconnect with the reasons why, and the emotions they felt, when first pursuing a position in K-12 school-level leadership.

Disillusionment among novice teachers often sets in upon entering the teaching profession. Unfortunately, this disillusionment often leads to novice teachers leaving the profession at high rates, with underserved schools more adversely impacted by their departure. This chapter explores the sources of burnout via the lived experiences of three novice teachers and the impact that burnout had on their intent to remain in the profession. The “reality shock” teachers experience will be exposed through teachers' personal stories while examining the sources of support and strength teachers sought from both within their learning community and beyond, and how those served as a means to survive the novice years.

At the virus' US epicenter, New York City, teachers experienced the impact of the pandemic firsthand in real time. Consistent with intensification (Apple, 1986), as school struggles to adapt to a rapidly changing social and educational landscape, socioemotional stressors and occupational responsibilities increase. Through the metaphoric (Craig, 2018) image of a candle, and using the tools of narrative inquiry (Connelly & Clandinin, 1990) – broadening, burrowing, storying, and restorying – we surface four teachers' lived experiences in a year filled with incredible grief and loss, socio-political-cultural trauma, racial strife, and personal-professional challenges to show their resolve and resiliency to persevere through and beyond burning out.

Across many high-stakes contexts, teams influence their members’ physical and psychological Well-Being. For example, teams can provide social support and backup behaviors to reduce demands on team members. On the contrary, teams engaged in conflict or other deleterious processes can serve as a source of stress for their members. Despite these potential impacts, existing research primarily focuses on the impact of teamwork on team-level, rather than individual-level outcomes. This chapter argues that teams play an important role in members’ Well-Being, synthesizing existing research on the topic and focusing on synthesizing research that suggests teams play an important and overlooked role in members’ Well-Being, and providing recommendations for future research in this domain.