The Relationship Between Teacher Job Stress and Burnout: A Moderated Mediation Model.

Weiguo Zhao,Wenning Jiang,Xiangrui Liao,Qingtian Li,Wen Ding

doi:10.3389/fpsyg.2021.784243

Abstract

This study explored the relationship between teacher job stress and job burnout using a sample of 558 primary and secondary school teachers, who were administered with a teacher job stress scale, teacher job burnout scale, work–family conflict questionnaire, and general self-efficacy scale. The results showed that: (1) job stress had a significant predictive effect on work–family conflict and job burnout; (2) work–family conflict played a mediating role in the relationship between job stress and job burnout; (3) self-efficacy was found to play a moderating role in work–family conflict and job burnout. However, this indirect effect was stronger for teachers with high self-efficacy, which means that the protective effects of self-efficacy were limited. These findings add to research on the relationship between teacher job stress and job burnout, and provide ideas for teachers to balance work–family relationships and reduce job burnout.

Highlights

Teacher job burnout refers to the emotional and behavioral exhaustion caused by the long hours and high-intensity nature of the daily teaching process (Cherniss, 1980; Wu et al, 2016)
The results showed that teacher job stress was positively correlated with work–family conflict (r = 0.60, p < 0.001) and job burnout (r = 0.72, p < 0.001), and work–family conflict was positively correlated with job burnout (r = 0.47, p < 0.001)
This study is an important step forward in understanding how job stress relates to the job burnout of Chinese teachers

Summary

Introduction

Teacher job burnout refers to the emotional and behavioral exhaustion caused by the long hours and high-intensity nature of the daily teaching process (Cherniss, 1980; Wu et al, 2016). Individuals reduce resource input due to the pressure caused by lack of resources, resulting in the loss of resources (Hobfoll, 1989). Primary and secondary school teachers undertake a heavy workload of teaching activities and student management activities, and need to invest many internal and external resources (Zhou and Ning, 2020). When teachers face pressure from numerous aspects, such as workload, examination pressure, and student management, it is likely to result in a sense of powerlessness and even frustration due to the limited resources. Previous studies have indicated that there are positive relationships between the occupational stress and teacher burnout

Methods

Results

Conclusion