# Unpacking the impact of kindergarten organizational climate on teacher burnout: a latent profile analysis based on social systems theory and the JD-R model

## TL;DR

This study explores how different kindergarten organizational climates affect teacher burnout, finding that positive climates are linked to lower burnout.

## Contribution

The study introduces a person-centered approach to identify distinct organizational climate profiles and their specific effects on teacher burnout.

## Key findings

- Five distinct organizational climate profiles were identified: Controlled, Moderate, Indifferent, Positive, and Authoritative.
- Teachers in Positive climates reported the lowest burnout levels, while those in Controlled and Indifferent climates had the highest.
- Climate profiles were significantly predicted by assessment level and teaching experience, but not by kindergarten type.

## Abstract

This study investigates the heterogeneity in kindergarten teachers’ perceptions of organizational climate and its impact on job burnout. Guided by the AGIL model from social systems theory and the Job Demands-Resources (JD-R) model, it addresses the need to move beyond variable-centered approaches to understand how distinct climate profiles are associated with teacher well-being.

A person-centered latent profile analysis (LPA) was employed. A sample of 1,008 kindergarten teachers from China completed measures assessing organizational climate and burnout. The analysis aimed to identify distinct climate profiles and examine their relationships with demographic variables (kindergarten type, assessment level, teaching experience) and the three dimensions of burnout (emotional exhaustion, depersonalization, reduced personal accomplishment).

The LPA revealed five distinct organizational climate profiles: Controlled, Moderate, Indifferent, Positive, and Authoritative. Profile membership was significantly predicted by kindergarten assessment level and teachers’ years of experience, but not by kindergarten type. Crucially, the profiles differed significantly across all burnout dimensions. Teachers in Positive climates reported the lowest burnout levels, whereas those in Controlled and Indifferent climates experienced the highest.

The findings underscore the structural diversity of organizational climates in early childhood settings and their profound psychological consequences. This study validates the application of social systems theory and the JD-R model in this context, revealing how different configurations of job demands and resources shape teacher well-being. The results provide a theoretical lens for understanding educational organizations and offer practical implications for developing tailored, climate-specific intervention strategies to mitigate burnout and support sustainable professional development.