The following article has been based on personal experiences and dealings with over 40 teachers and three different principals during the period 1976–1981, while at the Mornington Island State School. It is also based on discussions with teachers from other communities, advisory teachers, principals and inspectors during this period.

The article intends to look at the meaning of burn-out oomplaoenoy and how this syndrome so easily affects teachers and other workers, especially in remote Aboriginal communities. Although the article strongly supports all the recent innovations and planning in the area of curriculum development, conferences, and support systems in Aboriginal Education, still, that most fundamental criterion is missing – selection of teachers to work in these isolated areas with these innovated programs.

More importantly, the article also hopes to show what happens to the majority of teachers in these particular areas and how the burn-out oomplaoenoy syndrome operates. Perhaps the reader may then realise why such schools have enormous staff turn overs. Perhaps, also, education authorities should view these proven burn-out teachers in Aboriginal Education with greater understanding, support and value.

It remains my strong belief that each and every one of us is capable of working in •burn-out’. It is, however, much easier to adopt ‘complacency’. ‘Burn-out’ is that period of time during which one strives to work at maximum level and efficiency. Set-backs and failures are brushed aside and the person keeps attacking, keeps forcing himself to reach goals pre-set by himself or by others. By forcing ‘burn-out’, working to the limit, however, one can soon become burnt-out. Burnt-out is a dangerous time for the individual. Either he recognises the situation and opts for complacency, or he ‘cracks’ and is in that situation of being of no use to anyone, or he leaves the situation.