Teacher Burnout Monitoring and Nature Visibility Intervention: A Systematic Analysis Based on University Ecological Indicators

Teacher burnout remains a critical issue in educational institutions; however, the influence of environmental and ecological factors on burnout has received limited attention. This study aims to examine the effects of environmental factors—Visual Access to Greenery (VAG), Sunlight Exposure Index (SEI), and Noise Level Index (NLI)—on Teacher Burnout (TB), with Psychological Restoration (PR) as a mediator and Perceived Environmental Quality (PEQ) as a moderator. A quantitative cross‐sectional design was employed, with data collected from 300 full‐time teachers across primary, secondary, and tertiary institutions and analysed using Structural Equation Modelling (SEM). The findings indicate that VAG and SEI significantly reduce burnout through psychological restoration, while NLI increases burnout; however, this effect is weakened under high perceived environmental quality. The results demonstrate that natural visibility, sunlight exposure, and effective noise management play a crucial role in reducing teacher burnout. The study contributes to the literature by demonstrating that Visual Access to Greenery (VAG) and Sunlight Exposure Index (SEI) reduce teacher burnout indirectly through enhanced Psychological Restoration (PR), while Noise Level Index (NLI) increases burnout by hindering psychological restoration. These findings emphasize environmental interventions as key factors in enhancing teacher well‐being and offer practical implications for improving educational environments.