Background and Objectives: Professional burnout among primary education teachers (including kindergarten and primary school grades 1–6 educators) threatens educator mental health, wellbeing, and educational quality through emotional exhaustion, depersonalization, and reduced personal accomplishment. Understanding burnout patterns and risk factors is essential for developing mental health promotion interventions in educational settings. This study investigated burnout prevalence, demographic correlates, and psychometric properties of the Maslach Burnout Inventory-Educators Survey (MBI-ES) among Greek primary teachers to document burnout levels and identify well-being vulnerabilities during the post-acute pandemic recovery period (September–November 2022). The cross-sectional design, without pre-pandemic baseline data, precludes causal attribution of burnout patterns to pandemic effects. Materials and Methods: A convenience sample of 126 primary education teachers (102 female, 24 male) from Aitoloakarnania, Greece completed the 22-item MBI-ES assessing emotional exhaustion, depersonalization, and personal accomplishment during September–November 2022. Confirmatory factor analysis validated the three-dimensional structure. Independent-samples t-tests examined differences in burnout by employment status (permanent vs. substitute), school type (kindergarten vs. primary school), and demographic characteristics. Results: Confirmatory factor analysis supported the three-factor MBI-ES structure with acceptable model fit (χ2(162) = 8785.41, p < 0.001; CFI = 0.900; TLI = 0.880; RMSEA = 0.080 0.065, 0.090; SRMR = 0.080). Teachers reported moderate emotional exhaustion (M = 20.3, SD = 8.9), low depersonalization (M = 4.8, SD = 4.2), and moderate-to-high personal accomplishment (M = 38.2, SD = 6.7). Substitute teachers demonstrated significantly higher emotional exhaustion (M = 23.7, SD = 9.1) compared to permanent teachers (M = 18.4, SD = 8.2), t(124) = −3.36, p = 0.001, d = 0.62, indicating employment precarity as a mental health risk factor. Conclusions: The study validates the MBI-ES for Greek primary education contexts and identifies employment precarity as a significant risk factor for compromised teacher mental health and wellbeing. Findings suggest mental health promotion strategies targeting job security, professional development support, and administrative assistance may enhance psychological well-being and reduce burnout vulnerability, particularly among substitute teachers facing employment uncertainty. Supporting teacher mental health represents a critical investment in both educator wellbeing and educational quality.
Ntouka et al. (Mon,) studied this question.