Abstract
To better understand burnout and its development, researchers have shown an increasing interest in recent years in identifying different profiles of burnout and its development process. However, there have been few longitudinal studies on the profile and development of teacher burnout. This study used a person-centred approach to explore the profiles of teacher burnout, transition probabilities and the associations between these aspects and resource factors. Data were collected from 3743 primary school teachers in a two-wave longitudinal test over three years. The results showed that teacher burnout exhibited six relatively stable profiles across the whole study population and that the transition of individual profiles over time followed a certain probability. Psychological capital and professional identity were important resource factors in reducing the occurrence of teacher burnout and increasing transition probability toward burnout symptom alleviation over time, while positive coping played an important role in reducing the occurrence of teacher ineffectiveness. Therefore, the results indicated that the overall teacher burnout profile was stable, a discovery which has important implications for conducting group interventions to benefit more teachers, while the individual burnout profile exhibited a latent transition probability over time. Interventions employing different resource factors can be adopted to alleviate the symptoms of different burnout profiles.
Highlights
Teacher burnout is a psychological syndrome that teachers experience in response to chronic job stress, and includes emotional exhaustion (EE), depersonalization (DP), and reduced personal accomplishment (PA) [1]
The results showed that psychological capital, professional identity, and positive coping all played important roles in alleviating burnout symptoms among teachers compared with maintaining their current profile
Our study explored the latent profiles of teacher burnout and the question of whether these profiles could be differentiated based on their relations with individual resource factors, such as psychological capital, professional identity, and positive coping
Summary
Teacher burnout is a psychological syndrome that teachers experience in response to chronic job stress, and includes emotional exhaustion (EE), depersonalization (DP), and reduced personal accomplishment (PA) [1]. There have been few longitudinal studies on teacher burnout, and the developmental aspects of teacher burnout remain controversial [11]. There are five prominent models that describe the developmental process of burnout symptoms [11–15], but they remain debated in terms of theory and lack consistent findings. One reason for this lack of findings may be that such studies have ignored the fact that individuals in the same dataset follow different processes of burnout [16,17].
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