Predicting occupational burnout among kindergarten teachers: The mediating role of teacher self-efficacy

Occupational burnout remains a pressing concern in early childhood education, particularly among kindergarten teachers who face sustained emotional and physical demands. This study explicitly aimed to examine the predictors of burnout and to test teacher self-efficacy as a mediating mechanism within the Job Demands Resources framework. Burnout, characterized by emotional exhaustion, diminished well-being, and reduced teaching self-efficacy, can undermine both teacher effectiveness and educational quality. A quantitative research design using partial least squares structural equation modeling was employed. Data were collected from 400 public kindergarten teachers using six validated instruments. Structural equation modeling revealed that occupational stress was positively associated with burnout ( β = 0.384, p < 0.001), while professional attitudes ( β = −0.212, p < 0.001), occupational commitment ( β = −0.225, p < 0.001), and social support ( β = −0.227, p < 0.001) were significant negative predictors. The model accounted for 68.0% of the variance in burnout, with self-efficacy emerging as a significant mediator across all relationships. These findings indicate that reducing job demands and strengthening personal and contextual resources may effectively lower burnout among kindergarten teachers, offering a practical basis for interventions that build psychological resources, enhance coping capacities, and support their sustained professional functioning.