Teacher burnout in Japan: relationships with individual teacher and classroom level factors
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[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] The current study employed factor analyses, structural equation modeling, and correlations in order to examine relationships among teacher burnout, teaching efficacy, and classroom students' academic and behavioral problems with Japanese elementary and junior high samples and the structures of each measure. A total of 463 teachers in Japan answered a set of questionnaires both in early and later school year. Through classroom observations at 35 elementary schools, the teachers' uses of proactive and reactive behavior management strategies as well as classroom students' problems were collected. The results of factor analyses confirmed the three-factor structures of the Maslach Burnout Inventory (MBI) and Teacher Sense of Self Efficacy Scale- Short Form (TSSES- Short Form) with both the elementary and junior high samples; however, the factor structures of the students' problem measure differed by the school levels. While a direct path between early school year students' problem and later teacher burnout was not found with junior high sample, it was found with elementary sample. No mediated relationship was found as teaching efficacy as a mediator. The final model also differed by the school levels. No correlation was found between observed and teacher reported variables. Implications and future research concerning teacher burnout are discussed.