Demoralization as a form of teacher burnout


  • Laura Sokal University of Winnipeg
  • Lesley Eblie Trudel University of Winnipeg


burnout, demoralization, teacher, attrition, pandemic


Over fifty years of research investigating teacher burnout has resulted in a well-accepted model of burnout that involves three dimensions: exhaustion, depersonalization, and loss of accomplishment. Recently, a new cause of teacher attrition has been proposed called “demoralization,” on the argument that demoralization is a distinct phenomenon from burnout. In light of new research methodologies that allow for examination of unique pathways or “profiles” of teacher burnout, we explore the question, providing an analysis that suggests instead that depersonalization can be fairly represented as one profile of burnout. 

Author Biographies

Laura Sokal, University of Winnipeg

Lesley Eblie Trudel, University of Winnipeg

has over thirty years of experience in K-12 public education, most recently as an Assistant Superintendent of Schools in Manitoba, Canada. In January 2019, she joined the Faculty of Education at the University of Winnipeg. Currently Lesley is the Associate Dean and an Assistant Professor in the faculty.  


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How to Cite

Sokal, L., & Eblie Trudel, L. (2022). Demoralization as a form of teacher burnout. McGill Journal of Education / Revue Des Sciences De l’éducation De McGill, 57(2). Retrieved from