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This quasi-experimental study examines the effectiveness of a psychoeducational group intervention program consisting of psychoeducation sessions and group exercises based on psychodrama warm-up activities resulting from the needs of public sector call center agents in the workplace. Forty municipality call center employees from two municipalities (intervention and control groups) completed pre- and post-test measures before and after the intervention program. Within the scope of the study in sociodemographic form, the Brief Psychological Resilience Scale (BPRS), Maslach Burnout Inventory (MBI), Warwick-Edinburgh Mental Well-Being Scale (WEMWBS), Organization-Based Self-Esteem Scale (OBSES), Group Cohesion Scale (GCS), and Group Atmosphere Scale (GAS) were used. A follow-up session and follow-up test for the intervention group took place one month after the completion of the intervention sessions. The intervention group showed significant pre-to-post-test short-term effects on psychological resilience and pre-to-follow-up long-term effects on group atmosphere scores. However, there was no significant change in burnout, well-being, or organization-based self-esteem scores. Moreover, no significant difference was noted in the control group from pre- to post-test, except for the decrease in the group atmosphere scores.

The purpose of this study was to examine the degree to which impostor feelings and selected demographic variables predict burnout among undergraduate music education majors. Participants (N = 143) completed the Clance Impostor Phenomenon Scale (CIPS) and the Maslach Burnout Inventory for Students. Overall, participants reported relatively high levels of impostor feelings and burnout. Results of multiple regression analyses revealed that CIPS score and year in school significantly predicted exhaustion and cynicism. Participants with higher CIPS scores (more frequent impostor feelings) and more years in school experienced greater exhaustion and cynicism. Descriptive analyses indicated that upper-division and band students experienced more cynicism than lower-division and choral/string/general music education majors, respectively. CIPS score was the only variable that significantly predicted professional efficacy. Participants with lower CIPS scores rated themselves higher in professional efficacy.

The current study is delved into English as a Foreign Language (EFL) students' academic procrastination, learning approach, burnout, and language achievement. To do so, 203 EFL students studying in three universities in Iran were asked to complete three questionnaires, including Academic Procrastination Scale, Revised Study Process Questionnaire, and Maslach Burnout Inventory Student-Survey. Structural Equation Modeling was employed to verify the causal model. The results revealed that students' procrastination predicted their burnout positively and significantly. Moreover, academic procrastination was found to correlate positively with surface learning approach. The results also indicated that procrastination had a negative impact on deep learning approach. Another finding was that procrastination influenced language achievement indirectly and negatively. Finally, these findings were discussed in the light of prior research.

This study aimed at identifying the interplay between individual and organizational factors and predictors of work motivation, job satisfaction, and burnout. This was a cross-sectional study, conducted with 460 early education teachers in Kosovo. Based on the results, job satisfaction and professional development are significant positive predictors whereas burnout is a significant negative predictor of work motivation. Conversely, burnout is a significant negative predictor of job satisfaction, whereas work motivation, job satisfaction, and professional development are significant negative predictors of burnout. The findings provide useful insights which can help policy makers take necessary action to ensure improving early education quality.

Young students at risk for reading difficulties are likely to have long-term reading difficulties if they are not provided with evidence-based, supplemental instruction. This pilot study evaluated the feasibility of a Tier 2 reading intervention ("Reading RULES! Kindergarten;" RRK) and its promise to improve outcomes for kindergarten students (n = 92) at risk of reading difficulties. Participating teachers (n = 21) were randomly assigned to deliver RRK or business-as-usual instruction. Although the results suggest null treatment effects, the intervention appears to have promising effects on students' word-reading skills when implemented with sufficient dosage. However, most teachers in the study struggled to implement the intervention with sufficient dosage and adherence, citing systems-level barriers to implementation such as insufficient time. The results suggest teachers may need more systems-level support to ensure the intensity of instruction required to improve the early reading skills of students at risk for reading difficulties.

Occupational burnout among special education teachers results in increased attrition, and lower student and teacher outcomes. The purpose of this quantitative correlational study was to establish a framework of occupational burnout within special education and adaptive leadership theory. The quantitative correlational study surveyed K-12 special education teachers who taught during the COVID-19 pandemic. Sixty-seven eligible respondents completed the online survey including demographics, Maslach Burnout Inventory Educators Survey, Adaptive Leadership with Authority Scale, and sections of Pandemic Experiences and Perceptions Survey. A statistical correlation between teacher occupational burnout and adaptive leadership indicated supervisors using adaptive leadership strategies had less teacher attrition.

This study explores the mediating role of mindfulness in the relationship between metacognition and academic burnout, a prevalent issue in higher education affecting students' well-being and academic performance. Utilizing a structural equation modeling approach, the study examined the hypothesized pathways grounded on the Self-regulatory Executive Function (S-REF) model in a sample of university students. Results corroborated all hypothesized relationships, denoting a positive prediction of academic burnout through dysfunctional metacognitions, a decrease in which was observed with heightened mindfulness. The bootstrap analysis confirmed mindfulness's partial mediation between metacognition and academic burnout, establishing a significant indirect effect. The study highlights mindfulness's mitigating role against the adverse impacts of dysfunctional metacognitions on academic burnout, advocating for mindfulness-based interventions in educational settings to foster student resilience and well-being. Future research should further delve into this nuanced relationship to foster effective educational strategies.

This research was carried out specifically to address the question of the relation between Web 2.0 rapid content development self-efficacy belief (W2RCDSB) level and professional burnout level of special education teachers. 90 special education teachers participated in the research. "Web 2.0 Rapid Content Development Self-Efficacy Belief Scale" and "Maslach Burnout Inventory" were used to obtain the data. Descriptive statistics, t-test, ANOVA and Pearson correlation analyzes were used in the interpretation of this research, which was designed in the correlational model. The results of the research show that special education teachers have a moderate level of W2RCDSB and they feel professional burnout at a normal level. However, the characteristics of teachers such as gender, age, graduated program and professional seniority do not make a significant difference on the dependent variables. Also it is realized that level of professional burnout decreases as the W2RCDSB level of teachers increases.

This paper takes work-family conflict as the independent variable, work engagement as the dependent variable, and perceived organizational support and emotional exhaustion as the mediating variables, and studies the influence of work-family conflict on work engagement and the mechanism of perceived organizational support and emotional exhaustion of female university teachers in China, based on the job demand-resource model (JD-R). The results of the questionnaire survey of 518 female university teachers revealed a significant negative relationship between work-family conflict and work engagement, with a direct effect accounting for 31.88%. The indirect effect of work-family conflict on work engagement through perceived organizational support was significant, accounting for 63.19%, while the mediating effect of emotional exhaustion was not notable and the chain mediating influence of perceived organizational support and emotional exhaustion was not significant.

This research investigates the level of work autonomy and work burnout perceived by EFL teachers. It also examines the relationship between autonomy and burnout in the context of EFL teaching. The study participants were 158 EFL teachers from four Saudi universities. To measure teachers' perceived autonomy and work burnout, two questionnaires were administered to the teachers. The results indicate that EFL teachers' perceived method autonomy is high, while both scheduling and criteria autonomy are medium. In addition, EFL teachers' emotional exhaustion and depersonalization are found to be low, whereas personal accomplishment is high. A negative relationship between autonomy and burnout is also found according to the results of the study. The perception of having high or moderate levels of autonomy is connected to lower rates of burnout. According to the results, the autonomy of teachers can be seen as a particular personality trait of EFL teachers that helps mitigate burnout. The findings of this research may be beneficial for language teachers as it can increase their understanding of their own autonomy, burnout at work, and how to enhance these areas based on the suggestions provided.

The aim of this study was to investigate the extent to which pre-service teachers' belief in academic engagement, student burnout, and proactive strategies predicts academic self-efficacy through machine learning approach. The study group consisted of 446 pre-service teachers at Sivas Cumhuriyet University, Faculty of Education. The Academic Self-Efficacy Scale, Academic Involvement Scale, Maslach Burnout Inventory-Student Scale, and Proactive Strategy Scale were used for data collection. In data analysis, two different machine learning approaches were used; linear regression and artificial neural networks (ANNs). As a result of the regression analysis, a positive, and significant relationship was found between the academic self-efficacy of pre-service teachers, their academic engagement, and proactive strategy. Also, there was a negative and significant relationship between pre-service teachers' academic self-efficacy and academic burnout. Considering the results of the regression analysis, academic engagement, academic burnout, and proactive strategy together explained 38% of academic self-efficacy. When the ANNs results were examined, it was seen that these three variables explained 77% of academic self-efficacy. Therefore, it was understood that ANNs perform better than multiple regression in predicting academic self-efficacy.

Serious consequences of teachers' experienced burnout have repeatedly been reported. Thus, it is important to identify teachers' level of burnout and underlying factors. Accordingly, the current study aims to investigate the level of burnout English as a Foreign Language (EFL) teachers in Türkiye may feel, and if four factors (age, gender, length of teaching experience, and type of school) predict their level of burnout. To that end, a quantitative orientation was adopted. Through convenience sampling 132 EFL teachers working in different regions of Türkiye voluntarily took part in the research. They were asked to fill out Maslach's Burnout Inventory-Educators Survey, and to provide some demographic information. Three separate scores for each participant were obtained through three subscales in the 22-item Likert-type inventory; emotional exhaustion, depersonalization, and personal achievement. Multiple regression analysis and a full-factorial ANOVA were conducted to reveal any possible effects of the four factors on the perceived burnout of the participants. The results revealed that majority of EFL teachers experience diminished personal accomplishment at a high level. Among the four variables, age was the most reliable precursor of burnout; however, the only statistically significant interaction was with depersonalization. The results suggest that EFL teachers need to see more concrete outcomes of their professional effort to improve their sense of personal accomplishment. In addition, as teachers get older, they may be engaged in activities that help them refresh their professional enthusiasm to prevent depersonalization.

This mixed-method analysis investigates thesis-writing burnout among 117 Chinese postgraduates, probing the patterns, magnitude, and influencing factors. A measurable burnout trend emerges across thesis-writing stages - Thesis-Writing Proposal (TTP), Thesis-Writing 3-Chapter (TW3C), and Thesis-Writing 5-Chapter (TW5C) - peaking (X=4.41) during TW3C, reflecting heightened exhaustion and cynicism. Notably, burnout varies with demographic attributes, specifically gender and marital status. Concurrently, exhaustion and cynicism levels fluctuate with thesis-writing progression, while professional efficacy gradually escalates. Participants convey a shift from profound exhaustion and cynicism in TTP and TW3C stages to resilience, manageable fatigue, and self-assuredness during TW5C. Predisposing factors encompass uncertainty, anxiety, and advisory attributes, spanning styles, diligence, and personality traits. These aspects, especially autocratic and laissez-faire approaches, exacerbate stress and impact motivation and research methods. These findings underscore the multifaceted nature of academic burnout during thesis-writing among Chinese postgraduates, necessitating stage-specific interventions. Such tailored strategies facilitate burnout prevention, promote thesis completion, and yield profound implications for Chinese conventional postgraduate education. The research also establishes the vital role of advisors in modulating stress levels, underscoring the need for proactive support measures and fostering a conducive academic environment. This study augments understanding of academic burnout, offering valuable insights to counteract its detrimental effects and bolster postgraduate students' academic journey.

This study aims to investigate experienced Thai teachers' experiences of burnout during online teaching and learning, and examine how teachers' self-efficacy and burnout levels impact their teaching performance. The research concerns differences in perceptions of emotional exhaustion, depersonalization, personal accomplishment/assessment, teachers' self-efficacy, and online teaching performance among teachers in Thailand. The sample selection was conducted using a stratified random sampling technique. Data collection involved self-reported surveys from 243 elementary, secondary, and vocational schoolteachers in metropolitan areas and Thailand's north, northeast, east, and south regions. MANOVA and correlation analysis were employed to analyze burnout, teachers' self-efficacy, and teaching performance. The results indicated differences in online teaching performance and teachers' self-efficacy between two groups: high-risk and moderate-to-low risk of burnout. Teachers with a low risk of burnout demonstrated higher self-efficacy and better performance during online teaching. The study identified two burnout subscales--emotional exhaustion and depersonalization--originally included in the Maslach's burnout inventory. However, we also incorporated teachers' online teaching performance into the assessment, necessitating modifying the Maslach Burnout Inventory. Regarding implications, we recommend practical applications in policy improvements related to teachers' mental support and reducing burnout causes while enhancing online teaching performance.

Work and family are two of the most important parts in one's life. Individuals cannot fulfill their work requirements and family responsibilities at the same time, so they are faced with the dilemma of timing and role conflict. Based on the conservation theory, this study explored the relationship between work-family conflict and job satisfaction in 422 female university teachers in China, and proposed a moderating mediation model to examine the mediating role of job burnout and the moderating role of perceived organizational support. The results show that work-family conflict has a significant negative predictive effect on job satisfaction; job burnout fully mediates the relationship between work-family conflict and job satisfaction; perceived organizational support moderates the relationship between work-family conflict and job burnout, and the stronger the perceived organizational support, the weaker the negative predictive effect of work-family conflicts on job satisfaction.

In the study reported on here we examined the potential mediating role of perceived stress in the association between dispositional mindfulness and academic burnout among Muslim students. Seven hundred and seventy-five Yemeni university students were enlisted to complete the Maslach Burnout Inventory-Student Survey (MBI-SS), the Perceived Stress Scale (PSS), and the Mindful Attention Awareness Scale (MAAS). The results show that dispositional mindfulness was negatively correlated with perceived stress, emotional exhaustion, cynicism, and reduced academic efficacy. Moreover, perceived stress was positively related to emotional exhaustion, cynicism, and reduced academic efficacy. Structural equation modeling revealed that the mediation model fit the data well. That is, perceived stress partly mediated the dispositional mindfulness-burnout association. We found that dispositional mindfulness could predict academic burnout among Muslim students, and perceived stress may be one of the underlying factors of this association.

This study was conducted to determine the effect of Mindfulness-Based Compassionate Living (MBCL) training given to the informal caregivers of palliative patients on burnout and caregiving burden. A single-blind, randomized, controlled, experimental study was conducted with 54 caregivers of patients admitted to a hospital palliative care unit. The participants were randomly allocated to the experimental group (n = 26) and control group (n = 28). The experimental group received MBCL training twice a week for 4 weeks. Data were collected before and after the intervention using the Maslach Burnout Inventory, Caregiver Burden Scale and Self-Compassion Scale--Short Form. The data were analyzed using kurtosis and skewness coefficients, number, percentage, mean, standard deviation, chi-square test, independent samples t test, Wilcoxon signed ranks test and Mann-Whitney U test in SPSS version 22.0. The informal caregivers in the experimental group demonstrated a significant decrease in emotional exhaustion and depersonalization scores and an increase in personal accomplishment and self-compassion scores in posttest assessments after the MBCL intervention (P < 0.05). All of these parameters differed significantly between the experimental and control groups after the intervention (P < 0.05). MBCL training seems to be effective in reducing emotional exhaustion and depersonalization and increasing personal accomplishment and self-compassion among informal caregivers of palliative inpatients. The results of this study can be generalized to the caretakers of patients receiving palliative care in university hospitals.

Burnout is an increasing issue among special education teachers (SETs), impacting students, the education system, and society. This study aimed to identify burnout profiles of SETs and explore the relationship between these profiles and the levels of teacher agency and meaningful work. Latent profile analysis was used to define burnout profiles as assessed by the three dimensions of the Maslach Burnout Inventory. The data was collected from SETs (n = 258) in the Turkey sample through an online survey. Five burnout profiles were identified: (1) Burnout (31%), (2) Disengaged (9%), (3) Overextended (25%), (4) Inefficacy (15%), and (5) Engagement (20%). Each burnout profile was associated with a different pattern of teacher agency and meaningful work. The results showed that the burnout profile corresponds to a relatively high number of SETs. Unlike previous studies, high levels of meaningful work (OR = 5.48) increased the odds of being classified in the burnout profile. Additionally, the level of teacher agency in the burnout profile was higher than in the other profiles. Albeit limited, the results suggested that the majority of the SETs require support through interventions to reduce burnout symptoms and enhance overall well-being.

During global COVID-19 outbreak, universities in many countries were closed, and students experienced the exclusive online learning as never before. This study aimed to examine the mediating role of Intolerance of Uncertainty (IU) in the effects of university students' "technostress" caused by remote learning on three dimensions of "learning burnout," namely "emotional exhaustion, cynicism," and "academic inefficacy," and possible moderating role of "gender, ICT competence," and "course load" in the indirect effects of university students' "technostress" on their "learning burnout" mediated by IU. Altogether 801 Chinese students from 72 universities voluntarily participated in this study by filling out an online questionnaire consisting of Technostress Survey, Maslach Burnout Inventory-Student Survey, and Intolerance of Uncertainty Scale-12. The participants reported relatively low "technostress, learning burnout" with a moderate level of IU during online learning. Structural equation modelling showed that: 1) "technostress" positively predicted IU, "emotional exhaustion," and "academic inefficacy;" 2) IU partially mediated the effects of "technostress" on "emotional exhaustion, cynicism," and "academic inefficacy." 3) "ICT competence" moderated the indirect effects of "technostress" on "emotional exhaustion" via IU while moderating effects of "gender" and "course load" were not found.

The study seeks to conceptualise foreign language learning burnout and provide its corresponding measurement. The 15-item "Maslach Burnout Inventory-Student Survey" (MBI-SS) was rephrased to fit an English-as-a-Foreign-Language (EFL) learning context. The modified MBI-SS was then assessed among 1718 Chinese secondary EFL students. A final 10-item "Maslach Burnout Inventory-EFL Student Survey" was obtained based on a series of reliability (e.g. item analysis, internal consistency) and validity (construct validity, convergent validity, and criterion validity) test results. According to the confirmatory factor analysis results, foreign language learning burnout is a three-dimensional construct encompassing Exhaustion, Cynicism, and Reduced Efficacy, confirming the invariance of the original tri-factorial structure of the MBI-SS. In addition, participants reported low levels of foreign language learning burnout, Exhaustion, Cynicism, and Reduced Efficacy. Possible reasons for foreign language learning burnout were discussed with reference to the FL educational context in China. We also proposed directions for future research.

Western countries have placed a lot of importance on school inclusion policies in the last decade. Strong promotion of these policies encourages teachers to express egalitarian attitudes and behaviours towards all students. However, at the same time teachers may experience feelings of discomfort because of perceived difficulties and powerlessness in implementing the inclusion policy. The discrepancy between what teachers say and their internal discomfort can lead to burnout. The aim of this study was to test the relationship between a teacher's implicit and explicit attitudes towards disability and burnout. To this end, we used explicit self-reported measures of attitudes and burnout, and a specific paradigm to assess implicit attitudes towards disability (disability-IAT). Results showed that implicit attitudes were significantly more negative than explicit attitudes. The more positive the explicit attitudes, the less the individuals experienced exhaustion, whereas the more negative the implicit attitudes, the more exhausted the respondents felt. These results suggest teachers need to internalise positive feelings about inclusion to protect themselves against risks of emotional exhaustion.

Objectives: While there are good reasons to assume that mindfulness protects against burnout in students, nothing is known about the role of caring for bliss. This study examined whether caring for bliss moderated the relationship between mindfulness at baseline and aspects of burnout approximately 12 weeks later. Participants: Students (n = 92) from a university in the United States. Methods: Online surveys were administered in 2018. Results: Moderated regression analyses, controlling for depressive symptoms and burnout at baseline, revealed that caring for bliss moderated the relationship between earlier mindfulness and two aspects of later student burnout, namely emotional exhaustion and cynicism. Specifically, exhaustion and cynicism were low when students reported either low or high scores on both mindfulness and caring for bliss. No moderating effect was found for academic efficacy. Conclusions: Mindfulness and caring for bliss appear to work synergistically to reduce aspects of student burnout over time.

As an example of how historical events may influence the findings and interpretations of a randomized trial, we use a school-based evaluation of a classroom management program that was conducted in a nearby district before and after the shooting of Michael Brown in Ferguson, Missouri (N = 102 teachers and 1,450 students). The findings suggest that the event differentially affected teacher and student response within and across conditions. Black teachers benefited more from the intervention as evidenced by their independently observed classroom management skills and praise-to-reprimand ratios; however, these effects were minimized or disappeared after the event. Additionally, although the intervention equally benefited the academic achievement of Black and White students before the event, the opportunity gap widened after the event. Implications for the design, analysis, and reporting of findings from randomized controlled trials are discussed.

This study aimed to explore the mediation mechanism of how sources of job stress impact teacher burnout. The participants were 502 Chinese teachers (M[subscript age] = 35.51, SD[subscript age] = 9.56) in primary and secondary schools. The data were collected utilizing the Maslach Burnout Inventory, Occupational Stress Scale, Social Support Scale, and Psychological Empowerment Questionnaire. A structural equation model (SEM) was conducted to analyze whether social support and psychological empowerment mediate the relationship between job stress and teacher burnout. The results showed that the dimensions of job burnout were affected by different sources of job stress. Importantly, social support and psychological empowerment mediated the relationship between job stress and burnout. This study identified the important factors of job stress that affect teachers' burnout and provided a foundation for developing interventions for teachers experiencing burnout from the perspective of social support and psychological empowerment.

The purpose of this study was to identify special education teachers' profiles in relation to their levels of burnout, work engagement and job satisfaction, following a person- oriented approach. This approach was chosen in order to provide cfombinations of attributes that shape high-risk groups of low engagement and high burnout. Additionally, it was examined whether these profiles differed with regard to special education teachers' individual parameters and work-related characteristics, such as age, gender, marital status, number of children in family, level of education, region of employment and teaching experience. The sample included 664 in-service special education teachers (503 females and 161 males) working in primary and secondary schools. Two-step cluster analysis yielded four profiles, entitled: passionate, workaholic, operational and overworked. Differences were also noted among profiles, in terms of participants' age, educational level, region and teaching experience. Findings are discussed with reference to implications for future research in order to early detect and support teachers at risk.

Due to ongoing and severe teacher shortages, preparing and sustaining a skilled special education teacher (SET) workforce is a top policy priority. Understanding predictors of SETs' intent to leave is crucial for policy makers and school leaders alike, as they seek to develop interventions to support retention efforts. In this study, we examined attrition intentions among SETs serving students with emotional and behavioral disorders (EBDs), using longitudinal survey data from a U.S. nationally representative sample of teachers in the 2019-2020 school year (fall-winter-spring). We measured teachers' self-efficacy and burnout in fall, winter, and spring as well as teachers' intent to leave in spring. We found all three dimensions of fall burnout (emotional exhaustion, depersonalization, and reduced personal accomplishment) had an indirect effect on spring intent to leave. All three dimensions of burnout in the spring predicted intent to leave, as did winter scores on depersonalization. Cross-time relationships between of dimensions of self-efficacy and burnout were revealed; however, at no timepoint was self-efficacy a significant predictor of intent to leave in spring, whether directly or indirectly. We discuss implications for both practitioners and researchers.

In this study, the relationships between the burnout and creative thinking levels of special education teachers (SET) were examined. 214 special education teachers were contacted to accomplish this goal. The Maslach Burnout Inventory-Educator's Survey and the Marmara Creative Thinking Tendency Scale were used in the study. Conducted in accordance with the goal, the surveys revealed that the creative thinking tendencies of SETs decrease as their burnout levels increase; their creative thinking, self-discipline, novelty-seeking, courage, curiosity, and flexibility levels decrease as their emotional exhaustion levels increase; and their creative thinking, self-discipline, novelty-seeking, courage, curiosity, doubt, and flexibility levels increase as their personal accomplishment levels increase. In conclusion, improving the salaries, providing training on scientific-based practices, and organizing in-service training were suggested in the study in order to reduce the burnout of SETs and increase their creative thinking tendencies.

The current study sought to investigate Iranian English as a Foreign Language (EFL) teachers' willingness to receive feedback and its relation to burnout. To this end, Teachers' Willingness to Receive Feedback Scale (TWRFS), along with Maslach Burnout Inventory (MBI) were administered to 200 English language teachers working at different private language institutes of Mashhad. The data was analyzed by means of Pearson Correlation Coefficient, SEM Path Analysis, and Multiple Correspondence Analysis. Considering the directionality of feedback, the obtained results indicated a significant negative relationship between willingness to receive direct feedback and burnout; the more willing teachers are to receive direct feedback, the later they might experience burnout. With regard to the valency of feedback, willingness to receive negative feedback significantly predicted teacher burnout; that is, teachers who are more open to negative feedback seem to be more prone to burnout. Ultimately, the implications of these findings for the training and support of teachers were discussed, and interventions to treat or prevent burnout were put forward.

This investigation adopted a correlational research design. This study aimed to establish whether work overload and organisational climate are predictors of burnout among primary school teachers in Lesotho. The sample comprised 350 primary school teachers. Data were collected through the use of the Maslach Burnout Inventory-Educators Survey, Overload Scale and School Environmental Questionnaire. Multiple regression analysis reveals that work overload and organisational climate are predictors of burnout among teachers. Pertaining to work overload, the study finds that primary school teachers in Lesotho are burdened with teaching many grades. In relation to organisational climate, the findings of the study are that teachers work under unfavourable working conditions.

This study examined the predictive relationships between collective teacher efficacy, job satisfaction, and burnout. In addition, the mediating role of job satisfaction in the relationship between collective teacher efficacy and burnout was tested. Three hundred fifty teachers participated in the research in which the correlational research design was used. Collective Teacher Efficacy Scale, Short Form Minnesota Satisfaction Questionnaire, and Maslach Burnout Inventory were used as data collection tools. Pearson Correlation Coefficients were calculated to examine the relationships between collective teacher efficacy, job satisfaction, and burnout. Structural equation model analysis was applied to test the mediating role of job satisfaction in the relationship between collective efficacy and burnout. The results indicated that collective teacher efficacy predicts job satisfaction positively and burnout negatively. Collective teacher efficacy and job satisfaction have a large effect on burnout. Evidence has been obtained that teachers' job satisfaction can increase and, accordingly, burnout can be prevented when collective teacher efficacy is achieved.

This research was carried out to examine the mediating role of job satisfaction in the effect of physical education teachers' leader-member exchange on burnout. As data collection tools, leader-member exchange, job satisfaction and the Maslach burnout scale were used. The study group of the research consists of a total of 155 physical education teachers who work in Malatya and Hatay provinces of Turkey. The study group was selected with the convenience sampling method, one of the non-random sampling methods. A questionnaire was applied to the teachers participating in the research via electronic communication tools. Data obtained from participants were analyzed using SPSS Amos 20.0 and Process macro. In the research, descriptive statistics, correlation, confirmatory factor analysis, and bootstrap regression analysis were performed. As a result of this study, it was found that job satisfaction played a mediating role in the effect of leader-member exchange on physical education teachers' burnout levels. It can be stated that increasing physical education teachers' leader-member exchange and improving their relationships with their superiors can effectively increase job satisfaction and reduce burnout.

Research has highlighted the role of workplace experiences in relation to outcomes, such as job satisfaction, among inservice physical education teachers. More recently, scholars have extended this line of scholarship to explore how higher education faculty members experience and navigate the sociopolitical context of higher education. Guided by occupational socialization theory, the purpose of this study was to understand the interactions among workplace experiences, which include perceived organizational support, marginalization, isolation, and emotional exhaustion, and their association with physical education teacher education faculty members' perceived job satisfaction. Toward this end, a theoretically driven conceptual model was developed and evaluated using structural equation modeling. The sample comprised 283 United States (US)-based physical education teacher education (PETE) faculty members, and data were collected through an online survey that aimed to measure the identified study variables. Confirmatory factor analysis was conducted to verify the factor structure before advancing to structural equation modeling. The results of structural equation modeling supported the hypothesized relationships among variables, C3(141) = 294.56, p < 0.001; RMSEA = 0.075 (90% CI = [0.066, 0.085], p < 0.001); SRMR = 0.057; NNFI = 0.962; CFI = 0.969. While some of the pathways were not significant, the associations of perceived organizational support on emotional exhaustion and job satisfaction were partially mediated by marginalization and isolation. Faculty members' perceived organizational support and emotional exhaustion were important predictors of the perceptions of job satisfaction. Further research exploring the skills faculty utilize to increase and manage emotional exhaustion is warranted.

The aim of this study is to investigate the role of academic optimism in classroom management and job burnout of elementary school teachers. The method of this research is a descriptive correlational study. The statistical population in this study included all primary school teachers in Baneh who were teaching in this city during the academic year 2017-2018. The number of teachers in Baneh was 800, of whom 457 were female teachers and 343 were male teachers. According to Krejcie and Morgan table, the sample size was 260 people. The sampling technique in this study was cluster sampling. To collect data, the following questionnaires were used; Beard et al.'s academic optimism, the attitudes and beliefs of teachers regarding classroom management of Martin and Sass and Maslach Burnout. Data analysis was performed by Amos software. The results showed that the paths of scientific emphasis on behavior management, trust in education management, self-efficacy in behavior management, and education management were statistically significant. Also, the results showed that the paths of scientific emphasis on emotional exhaustion, depersonalization and personal success; confidence in emotional exhaustion, depersonalization, and personal success; and self-efficacy to emotional exhaustion, depersonalization, and personal success are statistically significant.

The purpose of this exploratory study was to examine variables that contribute to burnout among Texas choral teachers. Specific research questions included: (1) What demographic variables predict burnout in Texas choir teachers? and (2) How do perceptions of teacher agency impact Texas choir teachers' experience of burnout? After providing demographic information, participants (N = 151) completed a researcher-designed questionnaire assessing perceived teacher agency and the Maslach Burnout Inventory. We conducted three multiple regression analyses for each of the three dimensions of burnout: emotional exhaustion, depersonalization, and personal accomplishment. Four variables (perceived teacher agency, teaching at a Title 1 school, years of teaching experience, and outside employment work hours) significantly predicted emotional exhaustion. Perceived teacher agency, gender, teaching at a Title 1 school, and years of teaching experience significantly predicted depersonalization. Perceived teacher agency and years of teaching experience significantly predicted personal accomplishment. When perceived teacher agency was lower, teachers experienced greater emotional exhaustion, more depersonalization, and reduced personal accomplishment. Women experienced more depersonalization compared to men, and teachers who taught at Title 1 schools reported more emotional exhaustion and depersonalization. Years of teaching experience correlated negatively with emotional exhaustion and depersonalization but positively with personal accomplishment.

This study was aimed to investigate the impact of several demographic variables and teacher burnout on teaching enthusiasm. The descriptive correlational model was used. The study sample was comprised of teachers from high schools (9th-12th grades) in Antalya, Turkey during the fall semester of the 2020-2021 academic year. 366 teachers fully completed the questionnaire in 52 high schools. Data were obtained through two scales, namely the Teacher Enthusiasm Scale, and the Maslach Burnout Inventory. Two models were implemented for teaching and subject enthusiasm, separately. Each model included three demographic variables and three sub-dimensions of teacher burnout as predictors of teachers' teaching and subject enthusiasm. The binary logistic regression analysis was used in the study. The analysis showed that gender and seniority as demographic variables were found to be significant predictors in the teaching enthusiasm model. The average class size was the only variable which was not significantly effective on teaching and subject enthusiasms. Emotional exhaustion and decreasing sense of personal accomplishment were found to be significant predictors for teaching and subject enthusiasm, while emotional exhaustion was the dominant predictor. Also, depersonalization was not a significant predictor of teaching and subject enthusiasm as sub-dimensions of teacher enthusiasm. That the relations', which can directly and indirectly define the relationship between enthusiasm and burnout in the literature being greatly ignored forms the justification of the current study.

Teachers may have affective responses to teaching students with emotional/behavioral disorders (EBD) that influence their effectiveness. We used latent profile analysis to examine the burnout profiles of 102 K-Grade 6 general education and special education teachers who had students with or at risk for EBD in their classrooms. We then examined if profile membership varied by teacher type (special education vs. general education) and if profile membership was related to teachers' directly observed classroom management skills. Our results suggest that teachers exhibit three burnout profiles: "flourishing," "buffered," and "struggling"; that profile membership did not vary by teacher type; and that burnout profiles were related to teachers' classroom management skills. These findings suggest teachers may need differential supports when working with students who have EBD and provide directions for future research regarding the association between teacher affect and classroom instruction.