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Constructing Sustainable Learning Ecology to Overcome Burnout of Teachers: Perspective of Organizational Identity and Locus of Control

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Listed:
  • Zehra Altinay

    (Societal Research and Development Center, Faculty of Education, Near East University, Northern Part of Cyprus, Mersin 10, Turkey)

  • Batuhan Bicentürk

    (Education Faculty, Educational Management, Near East University, Northern Part of Cyprus, Mersin 10, Turkey)

Abstract

This study examined how organizational identity, locus of control, and their interrelationships affect teacher burnout. Utilizing a quantitative survey, data were collected from 105 teachers. The Maslach Burnout Inventory measured three burnout dimensions: emotional exhaustion, depersonalization, and personal accomplishment. Locus of control was assessed via Rotter’s scale. Organizational identity was measured through the Multiple Organizational Identification Scale, assessing personal self-esteem, emotional professional identity, evaluative identification, self-classification, and team factors. PLS-SEM analysis found that external locus of control had a significant positive association with emotional exhaustion. Emotional professional identity showed robust negative relationships with depersonalization and exhaustion. Differences emerged between novice and senior teachers—identity and self-esteem were more relevant for novices, while team factors were more impactful for experienced teachers. Variations also occurred across genders, with identity and self-esteem more salient for females and team dynamics more influential for males. The study highlights the complex interplay between individual, relational, and organizational factors in shaping teacher burnout. An external locus of control may exacerbate exhaustion, while emotional professional identity seems to provide resilience. Support initiatives should account for teachers’ evolving developmental needs and gender variations in burnout experiences. Fostering internal control beliefs, strong professional identity, and tailored support based on career stage and gender can potentially buffer against burnout. This study contributes insights to guide targeted efforts to promote teacher well-being, effectiveness, and retention. Learning in the workplace instead of paying more time for education services can be considered as overcoming burnout, redesigning and implementing digital teaching for sustainable teaching and learning for both teachers and students in order to construct a better learning ecology.

Suggested Citation

  • Zehra Altinay & Batuhan Bicentürk, 2023. "Constructing Sustainable Learning Ecology to Overcome Burnout of Teachers: Perspective of Organizational Identity and Locus of Control," Sustainability, MDPI, vol. 15(24), pages 1-23, December.
    • Handle: RePEc:gam:jsusta:v:15:y:2023:i:24:p:16930-:d:1302115
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    References listed on IDEAS

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    1. Naiara Ozamiz-Etxebarria & Idoia Legorburu Fernnadez & Darren M. Lipnicki & Nahia Idoiaga Mondragon & Javier Santabárbara, 2023. "Prevalence of Burnout among Teachers during the COVID-19 Pandemic: A Meta-Analysis," IJERPH, MDPI, vol. 20(6), pages 1-13, March.
    2. Edith Anomneze & Dorothy Ugwu & Ibeawuchi Enwereuzor & Leonard Ugwu, 2016. "Teachers’ Emotional Labour and Burnout: Does Perceived Organizational Support Matter?," Asian Social Science, Canadian Center of Science and Education, vol. 12(2), pages 1-9, February.
    3. Cecilia Boakye & Joseph Ghartey Ampiah, 2017. "Challenges and Solutions: The Experiences of Newly Qualified Science Teachers," SAGE Open, , vol. 7(2), pages 21582440177, May.
    Full references (including those not matched with items on IDEAS)

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