# Associated factors and rise of burnout in Mexican teachers: the impact of school principals, age, and years of teaching experience

## TL;DR

This study explores factors contributing to teacher burnout in Mexico, emphasizing the role of school leadership, age, and teaching experience.

## Contribution

The study uniquely combines personal and job-related predictors of burnout in Mexican teachers using classification tree analysis.

## Key findings

- Principal support is the strongest protective factor against teacher burnout.
- Younger teachers, those with less experience, and urban school teachers face higher burnout risks.
- Burnout levels are moderate overall, with implications for targeted interventions.

## Abstract

Burnout is a major occupational issue, particularly among teachers, who face high emotional and physical demands. Despite extensive research, few studies have compared personal and job-related predictors simultaneously. This study examined these factors among preschool and elementary teachers in Mexico, and assessed overall burnout levels. A cross-sectional quantitative study was conducted with 637 teachers using the Spanish Burnout Inventory. Data were analyzed with classification tree analysis and non-parametric tests (Mann–Whitney U, Kruskal–Wallis). Results show that principal support is the strongest protective factor, while excessive demands, fewer years of experience, younger age, grade level taught, and urban location increase burnout risk. Overall levels were moderate across dimensions. These findings highlight the need for interventions, especially in urban schools and early grades. Leadership training for principals and workshops to strengthen teachers’ emotional regulation and relationship management are recommended to promote teacher well-being.