In fact, the motivation for teachers to operate “traditional” classrooms, when other options exist, may stem from a need for self-protection, convenience, or lack of expertise. Unfortunately, in classrooms where one-size-fits-all and take-it-or-leave it instruction is prevalent, the only truly safe person seems to be the teacher. As Jesus and Lens (2000) asserted:
Sometimes the teacher merely develops indifference toward the source of stress. According to Esteve (1992), the key to understanding the stressed teacher is the teacher’s professional engagement. Note that the teacher who exhibits the least engagement may become, paradoxically, the one at least risk of developing stress. This observation ties in closely with the distinction sometimes made between teachers with “burnout” – those who persist in their efforts in spite of their dissatisfaction – and teachers described as “worn-out” – those who reduce professional effort due to their dissatisfaction (Stephenson, 1990).
On this analysis, teachers who are “worn-out” may be those who decrease engagement in a variety of ways, thus reducing stress for themselves as the teachers. If this is accurate, it means that for teachers in traditional classrooms, the basis for decision-making may be “favorite ways of teaching” and/or avoiding work-related stress through development of an attitude of indifference.