Abstract
Burnout can be defined as a distressing psychological state that an individual experiences from extreme and prolonged job stress. The present study explores the work climate factors contributing to teacher burnout at secondary schools in Bangladesh. A cross-sectional online survey was used to collect data from 300 teachers. Maslach Burnout Inventory- Educators Survey MBI-ES and Perceived Work Climate Survey (PWCS) survey were used to measure burnout and perception of work climate. The results from the multiple regression analysis revealed 3 three work climate factors: Innovation, Professional growth, and Recreation, which significantly influence at least one of the three components of teacher burnout and the overall burnout score. The study has implications for understanding the burnout-inducing factors and ensuring a better work climate for teachers in Bangladeshi schools.
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