The The Effect of Psychological Flexibility, Meaning in Life, and Work Engagement on Teacher Burnout

Abstract

This study aimed to analyse teachers’ psychological flexibility, meaning in life, and work engagement to explain their burnout; for this purpose, we tested the ‘Teacher Burnout Model’. This was a quantitative research study that employed the relational model. The sample consisted of 575 teachers with varying years of work experience. Participants were selected using convenience sampling. The findings showed that meaning in life and work engagement predicted teachers’ burnout at a statistically significant level. Similarly, meaning in life and work engagement predicted teachers’ psychological flexibility at a statistically significant level. However, teachers’ psychological flexibility did not predict burnout at a statistically significant level although there was a negative relationship between the two variables. Therefore, the mediating role of psychological flexibility in the relationship between meaning in life and work commitment, and burnout was found to be insignificant.