Predictors of Teacher Burnout Across Career Stages: Evidence from the Romanian Educational Context

The emergence of burnout among teachers represents a major international concern, being associated with reduced teacher well-being, lower levels of engagement, and poorer educational outcomes among students. Although extensive research has examined the phenomenon of burnout, relatively few studies have addressed the relationship between its predictors and teachers’ stages of professional development. In this context, the present study investigates the extent to which burnout predictors vary across stages of the teaching career within the Romanian pre-university education system. The study adopts a quantitative design based on a sociological survey using a questionnaire, administered to a sample of 194 teachers. The variables analyzed include organizational factors (role overload, learning opportunities, and development opportunities), transactional factors (satisfaction of basic psychological needs for autonomy, competence, and relatedness), and individual factors (distress reactivity and stress mindset). These variables are examined in relation to the dimensions of burnout. Data were analyzed using multiple regression analysis, conducted separately for each career stage. The results indicate that burnout predictors vary depending on professional stage, with certain variables exerting stronger effects in the early stages of the career, while others become more relevant in later stages. These differences suggest the need for differentiated interventions tailored to the specific developmental needs of teachers at each stage of their professional trajectory. This study contributes to the literature by highlighting the dynamic nature of burnout across the teaching career and offers relevant implications for educational policies and teacher support programs.