Abstract
Results are presented of a study on burnout among 249 Dutch elementary and secondary school teachers. The current study considers burnout in terms of the exchange of investments and outcomes at interpersonal (teacher‐student) and organizational (teacher‐school) levels. In addition, demographic (age and gender) and work‐related factors (school type, teaching experience, number of hours employed) are included. Findings show that when teachers invest more than they get back from their school, they report higher levels of emotional exhaustion. As expected, at the interpersonal level, low outcomes from students are related to higher burnout levels; whereas at the organizational level, low investments are related to higher burnout levels. These findings are discussed in terms of the extent to which psychological contact is more intimate or impersonal in both types of relationships.
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