Study of teacher burnout and well-being in light of dimensions of work motivation
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The aim of the study is to examine the relationships between teachers’ work motivation, burnout, depression, and well-being. The phenomena of teacher drop-out and burnout provide a great challenge for the educational system. The background variables of teacher drop-out may cover personal lifestyle, social factors and educational policy, institutional and organizational contexts. The low social and material prestige coupled with high professional expectations; these combinations may lead to high level of stress and exposure to burnout. The well-being of teachers is currently receiving increased attention due to positive psychological trends. Low level of teacher well-being can be an obstacle of educational reforms and lead to increased absenteeism. Theories of work motivation help us with understanding its complex dynamic and the role in teacher well-being. Our study analyzes the online survey responses of 249 teachers, including the Multidimensional Work Motivation Scale, the Mini-Oldenburg Burnout Inventory, the Depression Scale of the Epidemiology Research Center, the shortened version of the WHO Well-Being Questionnaire, and the Teacher Professional Well-Being Questionnaire. Results related to work motivation indicate a strong correlation with burnout and depression. Intrinsic motivations show negative associations with burnout and depression, and positive relationships with well-being. According to the results of multiple regression analyses, the exhaustion dimension of burnout was predicted by general well-being, depression and amotivation, while the other dimension, disengagement was predicted by amotivation, intrinsic regulation and well-being. The study contributes to understanding teachers’ well-being and mental health, emphasizing the role of workplace motivational factors in the context of burnout.
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