Good teachers burn out not because they lack passion or capability, but because they are required to function in environments that lack clarity, structure, emotional safety, and purpose. One of the primary reasons for teacher burnout is the absence of clear processes and policies, which leaves educators uncertain about expectations, decision-making boundaries, and standards, forcing them to constantly second-guess their actions and draining their mental energy. This exhaustion is further intensified by frequently changing instructions and inconsistent directions, where priorities shift without adequate communication or rationale, leading teachers to repeatedly redo work and feel that their efforts lack meaning or continuity. An unclear and unstructured approach to the teaching day also plays a significant role, as educators are expected to balance teaching, planning, documentation, communication, safeguarding, and compliance without defined workflows or protected time, pushing them into constant multitasking and survival mode. Beyond organisational challenges, many good teachers carry personal baggage and emotional stress into their professional lives, yet are given little mental downtime, reflection space, or wellbeing support, resulting in emotional fatigue and compassion burnout over time. Finally, burnout deepens when teaching is reduced to “just a job,” stripping the role of purpose, growth, and professional identity, and leaving educators disengaged despite their original passion for teaching. Together, these factors explain why good teachers burn out—not due to a lack of commitment, but because unclear systems, unstable leadership, emotional overload, and purpose erosion make sustained excellence impossible without meaningful structural and cultural support.