Indicators of subjective and psychological wellbeing as correlates of teacher burnout in the Eastern Cape public schools, South Africa

Abstract

This study aims to assess subjective and psychological wellbeing correlates of teacher burnout. To achieve this, a cross-sectional randomised survey that targeted teachers in public schools in the Eastern Cape, South Africa was used. The main outcome variable was teacher burnout as indexed in measures of depersonalisation and emotional exhaustion. Correlation and hierarchical regression analyses were conducted to identify significant predictors of teacher depersonalisation and emotional exhaustion. Results reveal measures of subjective and psychological wellbeing added significantly to the explained variance in teachers’ feelings of depersonalisation and emotional exhaustion. The current study suggests that indicators of subjective and psychological wellbeing can be evaluated for inclusion in burnout prevention interventions in teachers. Key words: Teacher stress and burnout, psychological wellbeing, subjective wellbeing, wellness, work and health.