17073-3 Predictors of Burnout Among School Teachers: A Systematic Review and Meta-Analysis

R1a-4

Abstract

This study presents a systematic review and meta-analysis of research on predictors of teacher burnout. It aims to identify and quantify key personal, psychosocial, and structural factors contributing to burnout among school teachers. Following PRISMA 2020 guidelines, thirteen studies published between 2020 and 2025 were reviewed based on explicit inclusion and exclusion criteria. Relevant literature was retrieved from four major databases: Scopus, ERIC, PsycINFO, and PubMed. Eleven variables were analyzed, including age, emotional intelligence, job-related stressors, negative emotions, self-efficacy, financial and health status, social skills, and teaching experience. Results showed that emotional intelligence, self-efficacy, social skills, and teaching experience were negatively associated with burnout. In contrast, age, stressors, negative emotions, and poor financial and health status were positively associated. These findings highlight the multifaceted nature of burnout and the need for both individual and systemic interventions. If left unaddressed, these factors may lead to teacher disengagement, diminished instructional quality, and long-term educational decline. This review offers evidence-based guidance for policymakers and academic leaders in developing targeted support strategies. It also proposes a theoretical framework linking personal and structural factors to burnout, contributing to future research and model development in educational psychology.