Abstract
ABSTRACTThe aim of this study was to analyze and compare the relationships between distributive and procedural justice and teachers’ burnout (emotional exhaustion, depersonalization and lack of personal accomplishment) between two countries: France and Germany. It was assumed that, due to the difference in the organizational educational structures of France and Germany, distributive and procedural justice would have different relationships on teachers’ burnout in both countries. Our samples consisted of 93 teachers in Germany and 89 teachers in France. Results of regression analysis indicated that among teachers in France, distributive justice plays a major role in the burnout process, while among teachers in Germany both distributive and procedural justice have strong impacts on burnout.
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