Predicting Teacher Burnout in Primary School Teachers: The Roles of Self-Efficacy, Emotion Regulation, Mindfulness, and School-Related Factors

Abstract

Background: Burnout is increasingly recognized as an occupational health issue and a ‘civilization disease’ due to its growing prevalence. Individuals in ‘serving professions,’ including teachers, are particularly vulnerable due to the nature of their work. Teacher burnout can stem from emotional job demands, high societal expectations, limited autonomy, and insufficient support and resources. Certain personal traits can also increase vulnerability. This study examines school-related and individual factors, including self-efficacy, mindfulness, and emotion regulation, to determine their association with burnout. It also assesses teachers’ burnout levels using norms from the Polish version of the Oldenburg Burnout Inventory. 

Methods: This study examines burnout among 240 public elementary school teachers with over ten years of experience. Data on demographics, school environment satisfaction, and resource access were collected. Burnout, self-regulation, self-efficacy, and mindfulness were measured using the Oldenburg Burnout Inventory, Self-Regulation Scale, Generalized Self-Efficacy Scale, and Five-Dimensional Mindfulness Questionnaire.

Results: The predictors of burnout vary across its dimensions. Exhaustion is predicted by satisfaction with the work environment, emotional regulation, and mindfulness, while disengagement is predicted only by emotional regulation and satisfaction with the work environment. Teachers in the study demonstrate relatively high burnout levels, with every second teacher scoring above average on the exhaustion subscale and every third scoring above average on the disengagement subscale.

Conclusions: The results indicate that burnout in teachers is an important and widespread problem that requires further research. Developing emotion regulation skills and practicing mindfulness, as well as creating a supportive work environment are factors important in reducing burnout. The study’s limitations and implications are discussed.