WELLBEING AND BURNOUT OF PRIMARY SCHOOL TEACHERS: REFLECTIONS REGARDING AN INTEGRATIVE MODEL FOR SUSTAINABLE EDUCATION

Abstract

Teacher wellbeing has become a strategic factor for educational quality and sustainability, while professional burnout increasingly affects teachers’ effectiveness and long-term engagement.

The рurpose of the article. This study aimed to investigate the relationship between wellbeing and burnout among primary school teachers and to substantiate the Integrative Model of Wellbeing Oriented towards Sustainable Education (MIWES).

Methodology. The research employed a correlational design involving 113 primary school teachers. Data were collected using the Maslach Burnout Inventory and a Psychological Wellbeing Questionnaire. The results revealed both resilience resources and vulnerability factors. High levels of self-acceptance and purpose in life reflected strong professional commitment, whereas lower levels of autonomy and subjective happiness indicated areas requiring support. At the same time, 81% of participants were situated in the medium- and high-risk burnout categories, with emotional exhaustion representing the most pronounced dimension.

Correlation analysis confirmed a significant inverse relationship between wellbeing and burnout. Higher levels of psychological wellbeing, positive relationships, self-acceptance, and life meaning were associated with lower levels of emotional exhaustion, depersonalization, and reduced professional accomplishment. These findings demonstrate the protective role of wellbeing in preventing professional burnout and supporting sustainable professional functioning.

The scientific novelty of the study lies in the development and substantiation of the Integrative Model of Wellbeing Oriented towards Sustainable Education (MIWES). The model integrates cognitive, affective, and behavioral dimensions of teacher functioning at intrapersonal and interpersonal levels, while considering organizational and contextual influences. It provides a systemic framework for promoting teacher wellbeing and preventing burnout.

Conclusions. The study concludes that teacher wellbeing should be regarded as a strategic prerequisite for sustainable education. Educational policies and professional development initiatives focused on strengthening wellbeing can reduce burnout risks, enhance professional effectiveness, and contribute to creating supportive and sustainable school environments.