The relationship between administrative burden on elementary school teachers’ burnout

This study examined the relationship between the administrative burden felt by elementary school teachers and teacher burnout. In a situation where elementary school teachers' disappointment with their teaching profession is increasing due to a series of recent teaching rights violations, this study examined the relationship between teacher burnout and teachers' administrative workload. Based on the elementary school teacher data from the 1st year of the Seoul Teacher Longitudinal Study 2020, this study analyzed the impact of administrative burden on elementary school teachers' burnout by applying basic analysis and stepwise multiple regression analysis. Teacher burnout tended to be higher with higher administrative burden, which remained significant even after controlling for the effects of other variables. In addition, teacher burnout tended to be lower among teachers with more years of teaching experience and higher levels of teacher efficacy, intrinsic motivation, and job satisfaction. Among school characteristics, school size, student deviation, autonomy, and relationship conflict were significantly related to teacher burnout. As teacher turnover has become a social problem in recent years, it is necessary to provide policy support to alleviate teacher burnout and help teachers focus on teaching and educational activities based on the research on the actuality and influencing factors of teacher burnout.