Teacher burnout: relations between dimensions of burnout, perceived school context, job satisfaction and motivation for teaching. A longitudinal study

Figures & data

Table 1. Zero order correlations and descriptive statistics

Study variables	1	2	3	4	5	6	7	8	9	10	11
1. Time pressure	—	.13	.05	–.07	–.19	.48	.04	.06	.18	–.16	.21
2. Low student motivation		—	.16	–.13	–.20	.23	.37	–.28	.20	–.23	.31
3. Value dissonance			—	–.32	–.17	–.16	.30	–.14	.07	–.17	.13
4. Supervisory support				—	.51	.26	–.19	.23	–.19	.34	–.23
5. Autonomy					—	–.28	–.15	.23	–.25	.33	–.24
6. Emotional exhaustion						—	.32	–.25	.62	–.56	.53
7. Depersonalization							—	–.38	.28	–.37	.37
8. Perceived accomplishment								—	–.34	.51	–.36
9. Depression									—	–.48	.46
10. Job satisfaction										—	–.70
11. Motivation to quit											—
M	3.91	3.24	1.83	4.90	4.95	2.78	1.76	4.79	1.41	5.00	2.20
SD	0.68	1.20	0.77	1.01	0.68	1.19	0.71	0.64	0.52	0.91	1.21

Note. All correlations higher than .12 are significant at p < .05, and correlations higher than .15 are Significant at p < .01.

Figure 1. Structural model of relations between job demands and resources, dimensions of burnout, depressed mood, job satisfaction, and motivation to quit. Standardised regression weights reported

Table 2. Indirect effects of job demands and job resources on depressed mood, job satisfaction, and motivation to quit

	Effects on
	Depressed	Job	Motivation
Effects of	mood	satisfaction	to quit
Time pressure	.40	−.23	.25
Autonomy	−.23	.21	−.17
Supervisory support	−.13	.08	−.19
Low student motivation	.04	−.11	.11
Dissonant context	.00	.00	.05