Year: 2026
Type: article
Study design: Observational Study
Abstract: Teachers critically shape societies through education quality, directly influenced by their job satisfaction and well-being. Despite their importance, teaching is a high-stress profession associated with burnout, reduced satisfaction, and impaired performance. The multifaceted nature of teacher burnout across professional contexts necessitates exploration to inform effective interventions. This study investigates teacher burnout dimensions across diverse professional contexts, including subject areas, educational positions, school types, and educational levels, aiming to contribute to theoretical knowledge and practical strategies for improving teacher well-being. A sample of 388 teachers and educational managers (192 men and 196 women) from three educational levels and six regions was examined using stratified random sampling. Confirmatory factor analysis tested the three-factor burnout model’s robustness and analyzed variations across professional variables. The findings confirm the three-factor burnout model’s validity and reveal significant differences in burnout dimensions based on professional contexts. These insights underscore the importance of targeted interventions tailored to specific educational roles and settings. This research advances theoretical frameworks of occupational stress, offering long-term value by guiding evidence-based policies to enhance teacher well-being and educational quality.
Institution: University of Łódź
Language: English
Subfield: Occupational Therapy
Field: Health Professions
Domain: Health Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W7160035202
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