ISSN 0439-755X
CN 11-1911/B

Acta Psychologica Sinica ›› 2022, Vol. 54 ›› Issue (4): 371-384.doi: 10.3724/SP.J.1041.2022.00371

• Reports of Empirical Studies • Previous Articles     Next Articles

A developmental model of job burnout dimensions among primary school teachers: Evidence from structural equation model and cross-lagged panel network model

XIE Min1, LI Feng2, LUO Yuhan1, KE Li3, WANG Xia4, WANG Yun1()   

  1. 1State Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University, Beijing 100875, China
    2Collaborative Innovation Center of Assessment for Basic Education Quality, Beijing Normal University at Zhuhai, Zhuhai 519087, China
    3Collaborative Innovation Center of Assessment for Basic Education Quality, Beijing Normal University, Beijing 100875, China
    4Beijing Institute of Education Science, Haidian District, Beijing 100080, China
  • Received:2021-05-17 Published:2022-04-25 Online:2022-02-21
  • Contact: WANG Yun E-mail:wangyun@bnu.edu.cn
  • Supported by:
    Major project of National Social Science Foundation of China(20&ZD153)

Abstract:

Emotional exhaustion, depersonalization, and reduced personal accomplishment of teacher burnout are relatively independent but also have mutual influences. Research into their developmental relationship is helpful in understanding the developmental process and identifying the early symptoms of job burnout. A total of 3837 primary school teachers took part in this two-wave longitudinal study with intervals of three years. The structural equation model and cross-lagged network model were used for analysis. The results showed that the optimal development model of teacher burnout was “emotional exhaustion and reduced personal accomplishment at T1 predict emotional exhaustion and reduced personal accomplishment at T2, respectively, and depersonalization at T1 predicts depersonalization and reduced personal accomplishment at T2”. There was no gender difference or teaching experience difference in the optional development model. The results emphasize the important role of depersonalization in the development of teacher burnout and have certain theoretical and practical significance for identifying the early symptoms of teacher burnout and for taking corresponding measures to effectively prevent further teacher burnout.

Key words: primary school teachers, job burnout, structural equation model, cross-lagged panel network model, development model