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Paper short abstract

This presentation explores the experiences of three Japanese early-career English teachers who are grappling with the demands and pressures of their roles. The findings reveal the physical and mental toll of teaching. Suggestions are made for improving the teacher induction and support structure.

Paper long abstract

Teacher burnout has become an increasingly urgent issue in Japan, with severe implications for both educators’ well-being and the quality of education. Despite calls for reform from the Japan Teachers’ Union (TUJ), which highlights the need for comprehensive changes to address the growing teacher shortage, the situation remains critical. This presentation explores the experiences of three Japanese early-career English teachers who are grappling with the demands and pressures of their roles. Through online questionnaires and in-depth interviews data were collected and used to analyse the challenges faced by novice teachers. Thematic analysis was employed to identify recurring issues, revealing the harsh reality these educators encounter on a daily basis. The findings reveal the physical, emotional, and mental toll of teaching, including long working hours, high expectations, and an inadequate support system. Not only do teachers face the stress of managing classrooms and lesson plans, but they also experience significant isolation and feelings of burnout. In response, this presentation offers suggestions for improving teacher induction and support mechanisms, proposing strategies to better equip early-career educators for the challenges they face. By addressing these issues, the hope is to reduce burnout and turnover rates, ensuring that teachers are given the resources and backing they need to thrive in their roles.