Burnout in The Teaching Profession: A Phenomenological Exploration of Madrasah Aliyah Teachers' Experiences

Authors

  • Fadilatul Laila Universitas Sultan Ageng Tirtayasa, Indonesia
  • Ila Rosmilawati Universitas Sultan Ageng Tirtayasa, Indonesia
  • Cucu Atikah Universitas Sultan Ageng Tirtayasa, Indonesia

DOI:

https://doi.org/10.33394/jp.v13i4.21294

Keywords:

Burnout, Teachers, Phenomenology, Professional Identity, Spirituality, Lived Experience

Abstract

This study aims to explore the meaning of burnout experiences among Madrasah Aliyah teachers. The study employed a qualitative approach using Interpretative Phenomenological Analysis (IPA) to understand the meanings attributed to teachers’ lived experiences of burnout. The participants comprised 15 Madrasah Aliyah teachers selected through purposive sampling. Data were collected through in-depth interviews and analyzed using NVivo 12 software. Data trustworthiness was established based on the criteria of credibility, transferability, dependability, and confirmability. The findings revealed that burnout was perceived as an experience characterized by emotional exhaustion arising from changes in teacher–student relationships and tensions between professional ideals and workplace realities. In addition, burnout was interpreted as a reflective process through which teachers rediscovered and strengthened their professional identities as educators. Within the Madrasah Aliyah context, spirituality played an important role in helping teachers interpret their experiences of burnout more positively through the values of devotion, patience, and sincerity. The study confirms that burnout is not merely an experience of work-related exhaustion but a multidimensional phenomenon encompassing the professional, emotional, and spiritual dimensions of Madrasah Aliyah teachers’ lives.

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Published

2026-10-07

How to Cite

Fadilatul Laila, Rosmilawati, I., & Atikah, C. (2026). Burnout in The Teaching Profession: A Phenomenological Exploration of Madrasah Aliyah Teachers’ Experiences. Jurnal Paedagogy, 13(4), 1479–1490. https://doi.org/10.33394/jp.v13i4.21294

Issue

Vol. 13 No. 4 (2026): October (IN PRESS)

Section

Articles

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