Latent patterns and influencing factors of job burnout among primary and secondary school teachers in China

Abstract

In the context of “Double Reduction” policy and post-pandemic era in China, this study aimed to investigate the job burnout situation of 7, 642 Chinese teachers. Data were collected through questionnaires and analyzed through latent profile analysis and multinomial logistic regression analysis. The results showed that three patterns of job burnout existed among these teachers: low burnout, emotional exhaustion, and achievement loss patterns. Teachers with older age, positive teacher-student relationship, and mastery goal structure were more likely to be in the low burnout group. Targeted interventions can be implemented for distinct teacher burnout patterns by taking the above factors into consideration.