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The antecedents and consequences of psychological burnout among teachers were examined. Three-hundred sixty-two teachers and school administrators employed by a single school board were asked to complete two questionnaires, the second coming a year after the first. Regression analyses of time-lagged data were then performed, revealing and supporting relationships that were originally found in earlier studies. For instance, work stressors were found to affect the degrees of psychological burnout. Other antecedents, including the level of social support and individual demographic and situational variables, were discovered to have no significant impact. As for the consequences, psychological burnout was revealed to have an effect on individual satisfaction and emotional health.

The relationship between job satisfaction and psychological burnout was investigated by surveying 245 teachers and school administrators at one board of education. The Maslach Burnout Inventory was used to measure psychological burnout. The results indicated that a negative work environment and marital dissatisfaction were associated with greater stress, which led to increased burnout and decreased job satisfaction. Job dissatisfaction increased as the sources of stress and burnout increased. Decreased job satisfaction appeared to be caused by psychological burnout.

Cherniss' (1980) framework was used to examine the effects of work environment characteristics and personal variables on psychological burnout among 833 teachers. Data from anonymous questionnaires revealed that the interaction of work environment and personal characteristics do contribute to work stress and burnout.