Teachers' well being and personality traits as associations of burnout: A comparative study among U.S. and Greek teachers

Abstract

Burnout is a complex issue that should be addressed as it relates to the workplace. Although the topic of burnout has received much attention, especially in recent decades, there have been limited comparative studies exploring the phenomenon. The purpose of this study was to investigate factors that are associated with burnout among primary and secondary school teachers across two cultures. Convenience sampling was used to identify and recruit participants (US teachers, n = 93; Greek teachers, n = 92). Participants completed anonymous self-reported questionnaires, consisting of the Maslach Burnout Inventory Education Survey (MBI-ES), the Big Five Inventory (BFI), and the Warwick Edinburgh Mental Well-Being Scale (WEMWBS). Results indicated that the neuroticism dimension of the BFI was positively associated with burnout in both populations. There was no association between well-being and burnout. The study provided insight into the role of individual personality factors in the development of teacher burnout across cultures. The importance of implementing prevention measures to reduce burnout is highlighted.