ABSTRACT
Research evidence to date suggests that teacher burnout in several Western industrialized countries has increased and affects a significant proportion of teachers. Research has yielded a comprehensive model of both sources and consequences of psychological burnout in elementary and secondary school teachers. Sources of burnout in this research were found to include a combination of the individual’s unmet expectations and job conditions such as low participation in decision making, high levels of role conflict, a lack of freedom and autonomy and absence of social support networks. The importance of incorporating family support into burnout research is underlined by the increasing recognition of the reinforcing roles of occupational and familial spheres. The present research employs a process model of burnout in order to assess factors related to burnout over time in teachers. The data from the present study suggest that burnout levels in teachers are related to perceived work stress.
