Principal–teacher relationships as mediators between work pressure and teacher burnout

Teacher burnout is a stable concern in educational systems worldwide, often exacerbated by sustained work pressure and limited institutional support. Drawing on attachment theory and the relational model of teacher well-being, the present study explores the mediating role of principal–teacher relationships, specifically perceived closeness and conflict, in the association between work pressure and the three core dimensions of burnout: emotional exhaustion, depersonalization, and reduced personal accomplishment. The study involved 345 teachers from schools across Greece. Two structural equation models were tested to examine the mediating role of closeness and conflict. Results showed that closeness fully mediated the relationship between work pressure and personal accomplishment and partially mediated the relationship with depersonalization, while conflict partially mediated the link between work pressure and depersonalization. No significant mediation was found for emotional exhaustion through either closeness or conflict, with emotional exhaustion being directly associated with work pressure. The findings underscore the protective role of supportive principal–teacher relationships in mitigating burnout symptoms under work pressure conditions. This study extends the application of attachment theory to the context of educational leadership, emphasizing the importance of fostering secure and trusting relational climates within schools. Implications for policy and educational practice are discussed.