Ha Cheyeon, Pressley Tim, Marshall David T
The Child Study Center, Yale School of Medicine, Yale University, New Haven, Connecticut, United States of America.
Department of Psychology, Christopher Newport University, Newport News, Virginia, United States of America.
PLoS One. 2025 Jan 13;20(1):e0317471. doi: 10.1371/journal.pone.0317471. eCollection 2025.
This study aims to explore variables associated with teacher burnout at the end of the 2021-2022 school year and shed light on teachers' mental health issues related to psychological factors. We collected survey data from 824 United States teachers. Using a moderated mediation analytic model, the results of this study showed that teachers' autonomy had considerable interaction effects on job satisfaction and burnout with other variables in this study (i.e., administrative support on job satisfaction and job satisfaction on burnout). Teachers with more experience and higher job satisfaction showed lower burnout scores. Furthermore, results showed significant relationships between key variables influencing burnout. These findings are key as teacher attrition grows across the United States, and school leaders should look to support teachers' well-being.
本研究旨在探讨与2021-2022学年末教师职业倦怠相关的变量，并阐明与心理因素相关的教师心理健康问题。我们收集了824名美国教师的调查数据。使用调节中介分析模型，本研究结果表明，教师的自主性在本研究中与其他变量（即工作满意度方面的行政支持以及工作满意度与职业倦怠之间的关系）对工作满意度和职业倦怠具有显著的交互作用。经验更丰富且工作满意度更高的教师职业倦怠得分更低。此外，结果显示影响职业倦怠的关键变量之间存在显著关系。鉴于美国教师流失情况日益严重，这些发现至关重要，学校领导应关注支持教师的幸福感。
