Understanding Burnout Among Korean Elementary School Teachers: A Post-Selection Inference Analysis

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Abstract

This study investigated burnout among Korean elementary school teachers, analyzing KTLS (Korean Teacher Longitudinal Study: Elementary School Teacher) data. Burnout was examined across three subdomains—emotional exhaustion, depersonalization, and reduced personal accomplishment—using Friedman and Wilcoxon tests. Emotional exhaustion emerged as the most prominent concern. Post-Selection Inference was employed to identify statistically significant predictors of emotional exhaustion. Excessive workload, student misbehavior, and conflicts with principals or parents were associated with higher levels of emotional exhaustion, whereas job satisfaction, teaching efficacy, and belief in students’ potential served as protective factors. These findings underscore the interplay of institutional and individual influences on teacher burnout. Future longitudinal and cross-national studies are warranted to further elucidate how burnout develops across time and educational contexts.

Authors

• SUNGMIN LEE, Korea National University of Education

• Jin Eun Yoo, Korea National University of Education