Predicting intraindividual changes in teacher burnout: The role of perceived school environment and motivational factors

Based on self-determination theory, this study proposes and tests a motivational model of intraindividual changes in teacher burnout (emotional exhaustion, depersonalization, and reduced personal accomplishment). Participants were 806 French-Canadian teachers in public elementary and high schools. Results show that changes in teachers’ perceptions of classroom overload and students’ disruptive behavior are negatively related to changes in autonomous motivation, which in turn negatively predict changes in emotional exhaustion. Results also indicate that changes in teachers’ perceptions of students’ disruptive behaviors and school principal’s leadership behaviors are related to changes in self-efficacy, which in turn negatively predict changes in three burnout components.

► This study underscores intraindividual changes in teacher burnout over a school year. ► Work environment and motivational factors are correlates of change in burnout. ► Burnout is not prompted solely by a particular set of school environment factors. ► Autonomous motivation and self-efficacy play an active role in the burnout process.