Teacher Motivation and its Relationship to Burnout

Abstract

This study utilized stepwise multiple regression analysis to examine the relationship between motivational factors and teacher perceived burnout when controlling for the background variables of age, sex, level of teaching, and years of teaching experience. Motivational factors consisted of teacher perceived security, social, esteem, autonomy, and self-actualization need deficiencies. Teacher perceived burnout was examined in terms of the frequency and intensity of emotional exhaustion, depersonalization, and reduced personal accomplishment. Generally, the higher level self-actualization and esteem need deficiencies explained a significant amount of the variance in burnout among teachers.