Chained by Praise: Trapped by Validation: Burnout in Disguise: A Medieval Management Tactics in Schools
Introduction
In many schools today, management employs ego-boosted productivity tactics to extract more labor from teachers without directly enforcing it. Instead of simply demanding extra work, school leaders use flattery, excessive praise, and emotional manipulation to make teachers feel that overworking is a sign of dedication and self-worth. This form of management ensures that teachers push themselves to exhaustion, not because they are forced to, but because they believe it is their duty. While this method may appear to increase efficiency, it ultimately damages teachers’ morale, hinders their ability to think independently, and creates an unhealthy school environment that negatively impacts both educators and students. This essay explores how ego-boosted productivity manifests in schools, its drawbacks, and its long-term consequences — particularly how it erodes teachers’ self-worth, moral compass, and confidence in tasks beyond their prescribed roles.
The Manipulation of Self-Worth in Schools
The most dangerous aspect of ego-boosted productivity is how it ties a teacher’s self-worth to how much they work. Instead of recognizing effort based on quality, school leaders define dedication by the number of extra hours a teacher spends at school, the amount of unpaid work they take on, and their willingness to sacrifice personal time for the institution. Teachers who conform to these expectations are praised as “true educators,” while those who set boundaries are subtly made to feel guilty or selfish.
This manipulation leads teachers to believe that their value is measured solely by their output within the school. Over time, they lose the ability to define their worth outside of administrative expectations. They stop considering their personal aspirations, intellectual growth, or creative potential because their identity becomes tied to how much they serve the institution. Even when opportunities arise outside their teaching role — such as writing research papers, pursuing higher studies, or exploring other fields — they hesitate, fearing that stepping beyond their assigned duties will make them seem less committed.
Erosion of Moral Compass and Independent Thought
When teachers are conditioned to accept that their worth depends on how much they do for the school, they also lose their ability to question unethical practices. School management often takes advantage of this blind loyalty by assigning unreasonable workloads or imposing policies that contradict educational ethics. Teachers who have been shaped by ego-boosted productivity find it difficult to resist or challenge such practices, because they have been trained to equate obedience with professionalism.
For example, teachers may be asked to inflate student grades to meet unrealistic academic targets, but instead of questioning this practice, they comply because they fear being labeled as uncooperative or disloyal. Similarly, they may accept unfair policies — such as unpaid overtime, sudden schedule changes, or excessive administrative duties — without protest, because they have internalized the belief that a good teacher does not complain. Over time, this erodes their sense of fairness and professional integrity, as they are rewarded not for making ethical decisions, but for complying with institutional demands.
Loss of Confidence in Tasks Beyond Teaching
One of the most damaging effects of ego-boosted productivity is that it makes teachers highly efficient in their assigned roles but weak in everything outside them. Because they are constantly praised for following orders and working hard, they develop a mindset that prevents them from thinking independently or taking initiative in unfamiliar areas. Their confidence becomes limited to tasks dictated by the administration, while anything outside their usual responsibilities feels overwhelming.
For example, a teacher who is excellent at handling school responsibilities may struggle to explore new career paths, start personal projects, or engage in professional development outside the school system. They may hesitate to apply for research grants, write articles, or even seek higher positions because their self-worth has been shaped entirely by how well they follow school expectations. This creates a dependency on institutional validation, where teachers fear stepping into unfamiliar territory because they lack confidence in their decision-making.
How This Affects Students
The consequences of ego-boosted productivity do not stop with teachers; they extend to students as well. When students observe their teachers overworking without setting personal boundaries, they internalize the same unhealthy mindset. They begin to believe that success is measured by how much one sacrifices rather than how effectively one works. This can lead to students overburdening themselves, fearing failure, and struggling with self-worth issues similar to their teachers.
Moreover, when teachers lose their ability to think critically or question authority, they fail to model these skills for their students. A teacher who is afraid to challenge unfair school policies is unlikely to encourage students to think independently. This results in a rigid classroom environment where students are trained to follow instructions rather than develop creative and analytical skills.
Breaking the Cycle: What Schools Should Do Instead
To create a healthier educational environment, schools must move away from ego-boosted productivity and adopt a system that values teachers for their expertise rather than their obedience. This requires:
1. Redefining Self-Worth: Schools must recognize and reward teachers for their skills, creativity, and professional growth rather than the number of extra hours they work. Professional achievements, innovative teaching methods, and intellectual contributions should be given more importance than sheer workload.
2. Encouraging Independent Thinking: Teachers should be given real decision-making power and encouraged to question unfair policies. Instead of being passive followers, they should be involved in shaping school policies and educational strategies.
3. Providing Real Growth Opportunities: Professional development should be meaningful, with opportunities for research, leadership training, and higher education, rather than just extra responsibilities disguised as career advancement.
4. Promoting Work-Life Balance: Schools must respect teachers’ time and ensure that they are not pressured into working beyond reasonable limits. A well-rested and motivated teacher is far more effective than an overworked and exhausted one.
Conclusion
Ego-boosted productivity in schools is a deceptive management tactic that, while appearing to drive efficiency, ultimately damages teachers’ self-worth, moral compass, and confidence in independent tasks. By tying self-worth to overwork, school leaders create a workforce that is obedient but lacks innovation and independent thought. This not only leads to teacher burnout but also creates a rigid educational environment where students, too, learn to value compliance over creativity. Schools must shift from this outdated approach and create a system where teachers are valued for their expertise, not just their endurance. Only then can we build an education system that nurtures both educators and learners in a way that promotes true intellectual and professional growth.
