Teacher stress and burnout in Australia: examining the role of intrapersonal and environmental factors

Concerns regarding high rates of teacher stress and burnout are present globally. Yet there is limited current data regarding the severity of stress, or the role of intrapersonal and environmental factors in relation to teacher stress and burnout within the Australian context. The present study, conducted over an 18-month period, prior to the COVID pandemic, surveyed 749 Australian teachers to explore their experience of work-related stress and burnout; differences in stress and burnout across different demographic groups within the profession; as well as the contributing role of intrapersonal and environmental factors, particularly, emotion regulation, subjective well-being, and workload. Results showed over half of the sample reported being very or extremely stressed and were considering leaving the profession, with early career teachers, primary teachers, and teachers working in rural and remote areas reporting the highest stress and burnout levels. Conditional process analyses highlighted the importance of emotion regulation, workload and subjective well-being in the development of teacher stress and some forms of burnout. Implications for educational practice are discussed.

Automated summary

This study surveyed 749 Australian teachers to investigate work-related stress and burnout, with over half of the participants reporting very or extremely high levels of stress and considering leaving the profession. Early career teachers, primary teachers, and those working in rural and remote areas showed the highest levels of stress and burnout. The study also highlighted the importance of emotion regulation, workload, and subjective well-being in the development of teacher stress and burnout.