Does the School Context Really Matter for Teacher Burnout? Review of Existing Multilevel Teacher Burnout Research and Results From the Teaching and Learning International Survey 2018 in the Flemish- and French-Speaking Communities of Belgium. (June 2021)

• Record Type: Journal Article
• Authors: Van Droogenbroeck, Filip; Spruyt, Bram; Quittre, Valérie; Lafontaine, Dominique
• Is Part Of: Educational researcher. Volume 50:Number 5(2021)
• Page Start: 290
• Page End: 305
• Publication Date: 2021-06
• Subjects: emotional exhaustion -- hierarchical linear modeling -- school context -- survey research -- teacher burnout; Education -- Periodicals; Education -- United States -- Periodicals; Education -- Research -- Periodicals; Education -- Research -- Methodology -- Periodicals; 370.72
• DOI: 10.3102/0013189X21992361
• Languages: English
• ISSNs: 0013-189X

Abstract

It is widely believed that the school context plays a crucial role in teacher burnout. Against that background, we (1) critically review existing empirical multilevel studies on teacher burnout and (2) use data from the Teaching and Learning International Survey (TALIS) 2018 to assess the school-level variance and its correlates in emotional exhaustion, cynical depersonalization, and personal accomplishment in 2, 300 primary (183 schools) and 2, 700 lower secondary (190 schools) teachers in the Flemish-speaking community of Belgium, and 2, 135 lower secondary (120 schools) teachers in the French-speaking community of Belgium. Our results reveal that (1) conceptual confusion exists surrounding school-context variables and (2) the between-school variance in teacher burnout is small. Implications for educational policy and teacher burnout research are discussed.