Purpose: This study aimed to explore the latent trajectories of burnout among elementary school teachers and to identify the predictors that influence each trajectory type. Methods: The study utilized data from 827 elementary school teachers who participated in the first to third waves of the Korean Teacher Longitudinal Study: Elementary School Teachers. Latent Class Growth Modeling and multinomial logistic regression analysis were employed to examine the data. Results: The analysis revealed three trajectories of teacher burnout: High-level & rapidly decreasing type, Mid-level & U-shaped type, and Low-level & gradually decreasing type. The main predictors of each type of trajectory were identified as: Dual income, Having Children, Teacher decision-making authority, Job stress, Teacher perceptions of teaching characteristic, teacher efficacy, Job satisfaction, and School climate(teacher collaboration). Conclusion: This study longitudinally examined how burnout among elementary school teachers changes over time and identified individual and environmental factors influencing each trajectory type. By systematically categorizing the patterns of teacher burnout, the study offers empirical evidence that can inform the development of tailored policy interventions and preventive strategies for each trajectory group.
Donghwa Kim (Thu,) studied this question.