CoChat
Sign Up
Cited by 64Occupational Health and BurnoutStress and Burnout ResearchHealthcare professionals’ stress and burnout

Latent Profiles of Burnout, Self-Esteem and Depressive Symptomatology among Teachers

Open access
Méndez, Inmaculada, Martínez-Ramón, Juan Pedro, Ruiz-Esteban, Cecilia, García-Fernández, José Manuel·2020·International Journal of Environmental Research and Public Health
DOI 10.3390/ijerph17186760PMC PMC7559916
Open this paper in CoChat — free accountOpen PDF

Abstract

Burnout is a reality in the teaching profession. Specifically, teaching staff usually have higher burnout rates. The present study aims to analyze the different burnout profiles and to verify if there were differences between burnout profiles in depressive symptomatology and in the self-esteem of the teachers at school. The total number of participants was 210 teachers from 30 to 65 years. The first scale was the Maslach burnout inventory, the second scale was the Self-Rating depression scale and the third scale was the Rosenberg Self-Esteem Scale. The latent class analysis identified three burnout profiles: the first group with a high level of emotional exhaustion, low personal accomplishment and depersonalization (high burnout); the second group with low emotional exhaustion, low depersonalization and high personal accomplishment (low burnout) and the third group with low depersonalization, low emotional exhaustion and low personal accomplishment (moderate burnout). The results revealed that there were differences in depressive symptomatology (group 1 obtained higher scores than group 2 and group 3) and self-esteem (group 2 obtained higher scores than group 1). The psychological balance and health of teachers depend on preventing the factors that have been associated with this syndrome.

AI snapshot

Written from the paper’s full text.

TL;DR

Latent class analysis of 210 secondary school teachers identified three burnout profiles: high (33.3%), low (39.1%), and moderate (27.6%). The high-burnout profile reported more depressive symptomatology and lower self-esteem than the low-burnout profile, while the moderate profile was intermediate for depression and not significantly different for self-esteem.

Key findings

  • Three latent burnout profiles emerged: Group 1 high burnout (n = 70, 33.3%) with high emotional exhaustion, high depersonalization, and low personal accomplishment; Group 2 low burnout (n = 82, 39.1%) with low emotional exhaustion, low depersonalization, and high personal accomplishment; Group 3 moderate burnout (n = 58, 27.6%) with low depersonalization, low emotional exhaustion, and low personal accomplishment. No differences were found among profiles on sociodemographic variables.
  • Depressive symptomatology differed significantly: Group 1 (high burnout) scored higher than Group 2 (low burnout) and Group 3 (moderate burnout); Group 3 scored higher than Group 2.
  • Self-esteem differed significantly: Group 2 (low burnout) scored higher than Group 1 (high burnout); Group 3 (moderate burnout) did not differ significantly from Group 1 or Group 2.
  • Internal consistencies in this study were MBI emotional exhaustion α = 0.89, depersonalization α = 0.71, personal accomplishment α = 0.79; SDS α = 0.82; Rosenberg self-esteem negative items α = 0.92 and positive items α = 0.93.

Methods

  • Cross-sectional study of 210 compulsory secondary education teachers from 20 schools in the Region of Murcia, Spain; ages ranged from 30 to 65 years, 43.8% were men, and 73.5% worked in public schools. Questionnaires were completed in schools, took about 50 minutes, and were anonymous, voluntary, and confidential.
  • Measures were the Maslach Burnout Inventory (22 items; emotional exhaustion, depersonalization, personal accomplishment), the Zung Self-Rating Depression Scale (20 items), the Rosenberg Self-Esteem Scale (10 items), and sociodemographic variables.
  • Latent class analysis identified burnout profiles; ANOVA with Bonferroni post hoc tests compared profiles on depressive symptomatology and self-esteem, with effect size d; analyses used SPSS version 24.0 and XLSTAT.

Limitations

  • The paper states that data were self-reported, social desirability may have affected answers, and the design was cross-sectional; it also notes the relatively small effect of self-esteem and recommends interviews or long-term monitoring for self-esteem and depression.
  • Evident from the text: the sample is from one region in Spain and consists of secondary school teachers, which limits generalizability; the cross-sectional design cannot establish causality or temporal ordering among burnout, self-esteem, and depressive symptoms.

Model-written summary. Check it against the paper before relying on it.

Integrity signals

Registry

Crossref · 10.3390/ijerph17186760

Cites

53 of 53 references verified0 citation errors · 0 not checkable

Statistics

Nothing to recompute.

Claims the paper makes

0 of 76 cited sources checked · 0 supported · 0 flagged

  • Findingown data

    The three-class model had the lowest BIC value compared to the two-class and four-class models.

    “For this reason, the three-classes model is chosen, because it has the lowest Bayesian information criterion (BIC) value compared to the two-classes and four-classes.”
    Quote in the paperSubstantial claim
  • Findingown data

    Latent class analysis identified three burnout profiles among secondary school teachers.

    “The latent class analysis identified three burnout profiles”
    • Also stated in: § 4. Discussion · plain
      “Through the latent class analysis, three different profiles were identified”
    • Also stated in: § 5. Conclusions · plain
      “Three different burnout profiles were found”
    Quote in the paperSubstantial claim
  • Findingown data

    Group 3 (moderate burnout) comprised 58 teachers (27.6%) with low depersonalization, low emotional exhaustion, and low personal accomplishment.

    “The third group consists of 58 teachers (27.6%) with low DE, low EE and low PA; it is called moderate burnout.”
    Quote in the paperNot a substantial claim
  • Findingown data

    There were statistically significant differences between burnout profiles in self-esteem.

    “ANOVAs revealed that there were group differences in relation to self-esteem and depressive symptomatology (see Table 3).”
    Quote in the paperSubstantial claim
  • Findingown data

    Group 1 (high burnout) comprised 70 teachers (33.3%) with high emotional exhaustion, high depersonalization, and low personal accomplishment.

    “Group 1 consist of 70 teachers (33.3%) with high EE, high DE and low PA; it is called high burnout.”
    Quote in the paperNot a substantial claim
  • Classified as probably not a substantial claim. 14
  • May combine two claims. 11
  • The quote only partly states this claim. 1

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Study design and conductnone given

    The process was anonymous, voluntary and confidential.

    “The process was anonymous, voluntary and confidential.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Study design and conductown data

    The sample distribution was homogeneous by gender and age group, gender and professional experience, and gender and administrative category.

    “The distribution was homogeneous (see Table 1): by gender and age group (χ2 = 6.04, p = 0.053), gender and professional experience (χ2 = 3.50, p = 0.174) and by gender and administrative category (χ2 = 6.96, p = 0.072).”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Study design and conductown data

    In this study, the SDS had Cronbach's alpha = 0.82.

    “In the application of this study was α = 0.82.”
    Quote in the paperNot a substantial claim

  • Classified as probably not a substantial claim.

    Study design and conductnone given

    The study has a cross-sectional design.

    “and, also, the study’s cross-sectional design.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Study design and conductown data

    In this study, the RES negative items had Cronbach's alpha = 0.92 and positive items = 0.93.

    “In this study: negative items α = 0.92 and positive items α = 0.93.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Study design and conductnone given

    Written informed consent was obtained from all teachers.

    “This study was performed with written informed consent from all teachers.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Study design and conductnone given

    The data are self-reported, which is a limitation of the study.

    “The fact that the data are self-reported can be pointed out as a limitation of this research study”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Study design and conductnone given

    The study protocols were approved by the Ethics Committee (University of Murcia) in September 2019 (ID:2478/2019).

    “The study protocols were approved by the Ethics Committee (University of Murcia) for Clinical Investigations in September 2019 (ID:2478/2019).”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Study design and conductreasoning

    Social desirability may affect the answers.

    “even social desirability also has to be taken into account in the answers”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Study design and conductown data

    In this study, the MBI subscales had Cronbach's alpha EE = 0.89, DE = 0.71, PA = 0.79.

    “In this study was EE α = 0.89, DE α = 0.71 and PA α = 0.79.”
    Quote in the paperNot a substantial claim

  • May combine two claims. The quote only partly states this claim.

    Study design and conductown data

    The study had a 72% response rate (216/300), and after exclusions the final sample was 210 teachers.

    “Of the 300 subjects who were requested to participate, 216 (72% response rate) answered”
    • Also stated in: § 2.1. Participants · plain
      “The final group reached consisted of 210 teachers”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation

    Professional achievement is positively related to self-esteem.

    “Professional achievement is positively related to self-esteem [24,26].”
    Quote in the paperNot a substantial claim0 of 2 sources checked
    • cites [24] Fu, W., Tang, W., Xue, E., Li, J., and Shan, C. (2019). The mediation effect of self-esteem on job-burnout and self-efficacy of special education teachers in Western China. Int. J. Dev. Disabil. source

      Not checked in the free run.

    • cites [26] Khezerlou, 2017, Professional self-esteem as a predictor of teacher burnout across Iranian and turkish ELF teachers, Iran. J. Lang. Teach. Res.

      Not checked in the free run.

  • May combine two claims.

    Premisecitation

    People with low self-esteem are more vulnerable to burnout, showing higher levels of emotional exhaustion and depersonalization.

    “Thus, people with low self-esteem are more vulnerable to burnout, showing higher levels of EE [28] and depersonalization [26].”
    Quote in the paperSubstantial claim0 of 2 sources checked
    • cites [28] Kinnunen, 2003, Psychosocial work stressors and well-being: Self-esteem and optimism as moderators in a one-year longitudinal sample, Personal. Individ. Differ. source

      Not checked in the free run.

    • cites [26] Khezerlou, 2017, Professional self-esteem as a predictor of teacher burnout across Iranian and turkish ELF teachers, Iran. J. Lang. Teach. Res.

      Not checked in the free run.

  • Probably not a substantial claim: may not pass S2 (checkable).

    Interpretationcitation

    The psychological balance and health of teachers depend on preventing the factors that have been associated with burnout.

    “The psychological balance and health of teachers depend on preventing the factors that have been associated with this syndrome.”
    • Also stated in: § 5. Conclusions · plain
      “The psychological balance and health of teachers depend on preventing the factors that have been associated with this syndrome [61], which can have consequences even in students [17].”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites [61] Bottiani, 2019, Teacher stress and burnout in urban middle schools: Associations with job demands, resources, and effective classroom practice, J. Sch. Psychol. source

      Not checked in the free run.

  • May combine two claims.

    Interpretationreasoning

    Teachers in Group 2 are less burnt out and have high self-esteem due to high professional accomplishment.

    “This implies that teachers in Group 2 are less burnt out. They had high values in professional accomplishments, which are associated with feelings of competence at work and a tendency to evaluate themselves positively, which implies a high self-esteem compared to teachers in Group 1, who are more vulnerable due to having high levels of burnout.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation

    18.3% of teachers had high levels of burnout, guilt, inability to perform optimally, and feelings of tiredness and frustration.

    “More specifically, it has been found that 18.3% of teachers not only had high levels of burnout but, also, of guilt, not being able to perform their functions optimally and showing feelings of tiredness and frustration [18].”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites [18] Carlotto, 2019, Prevalence and predictors of Burnout Syndrome among public elementary school teachers, Anál. Psicol. source

      Not checked in the free run.

  • Classified as probably not a substantial claim.

    Premisecitation

    When no model meets the fit criterion, the class solution with the lowest BIC is selected.

    “The class solution with the lowest BIC is selected when a model that meets the fit criterion is not available [12,13,37,38].”
    Quote in the paperSubstantial claim0 of 4 sources checked
    • cites [12] Salmela-Aro, K., Hietajärvi, L., and Lonka, K. (2019). Work Burnout and Engagement Profiles Among Teachers. Front. Psychol., 10. source

      Not checked in the free run.

    • cites [13] 2020, Profiles of Burnout, Coping Strategies and Depressive Symptomatology, Front. Psychol. source

      Not checked in the free run.

    • cites [37] Moate, 2016, Stress and burnout among counselor educators: Differences between adaptive perfectionists, maladaptive perfectionists and non-perfectionists, J. Couns. Dev. source

      Not checked in the free run.

    • cites [38] Molero, M.M., Pérez-Fuentes, M.C., and Gázquez, J.J. (2018). Analysis of the Mediating Role of Self-Efficacy and Self-Esteem on the Effect of Workload on Burnout’s Influence on Nurses’ Plans to Work Longer. Front. Psychol., 9. source

      Not checked in the free run.

  • May combine two claims.

    Interpretationown data

    Teachers with greater burnout symptoms (Group 1) show higher levels of depression and lower scores in self-esteem.

    “In particular, those with greater burnout symptoms show higher levels of depression and lower scores in self-esteem (Group 1).”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Interpretationown data

    Teachers with high professional performance and low depersonalization and emotional exhaustion (Group 2) show lower depression and higher self-esteem.

    “The opposite occurs with those teachers who have a high score in professional performance and low in depersonalization and emotional exhaustion (Group 2).”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Premisecitation

    High levels of emotional burnout and depersonalization were found in 25.9% and 16.9% of teachers, respectively.

    “In another study, high levels of emotional burnout and depersonalization were found in 25.9% and 16.9%, respectively [10].”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites [10] 2019, Analysis of Burnout Syndrome in Teachers of Preschool, Middle School and High School for Prevention and Treatment, Educ. Electron. J.

      Not checked in the free run.

  • May combine two claims.

    Interpretationcitation

    A depressive mood is usually associated with teacher profiles at risk, since they have high emotional exhaustion and depersonalization.

    “A depressive mood is usually associated with teacher profiles at risk, since they have high EE and DE [20,21].”
    Quote in the paperSubstantial claim0 of 2 sources checked
    • cites [20] Bianchi, 2015, Burnout–depression overlap: A review, Clin. Psychol. Rev. source

      Not checked in the free run.

    • cites [21] Koutsimani, P., Montgomery, A., and Georganta, K. (2019). The relationship between burnout, depression, and anxiety: A systematic review and meta-analysis. Front. Psychol., 10. source

      Not checked in the free run.

21 of 21

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

Cites

Flagged first, then by citations

Research works printed but not linked: 5

  1. Extremera, 2010, La docencia perjudica seriamente a la salud. Análisis de síntomas asociados el estrés docente, Bol. Psicol., 100, 43
  2. 2019, Analysis of Burnout Syndrome in Teachers of Preschool, Middle School and High School for Prevention and Treatment, Educ. Electron. J., 23, 1
  3. Khezerlou, 2017, Professional self-esteem as a predictor of teacher burnout across Iranian and turkish ELF teachers, Iran. J. Lang. Teach. Res., 5, 113
  4. Hersey, P., and Blanchard, K.H. (1993). Management of Organizational Behavior: Utilizing Human Resources, Prentice Hall. [6th ed.].
  5. 2015, Cómo se defiende el profesorado de secundaria del estrés: Burnout y estrategias de afrontamiento. [How secondary school teachers protect themselves from stress: Burnout and coping strategies], J. Work Organ. Psychol., 31, 1

Cited by

Sorted by citations

Related

Authors
Méndez, I., Martínez-Ramón, J. P., Ruiz-Esteban, C., & García-Fernández, J. M.
Affiliations
  • Universidad de Murcia (ES)
  • Department of Evolutionary Developmental and Educational Psychology, University of Murcia, 30100 Murcia, Spain
  • University of Alicante (ES)
Corresponding author
  • Méndez, Inmaculada
  • Martínez-Ramón, Juan Pedro
ORCID
Venue
International Journal of Environmental Research and Public Health
Publisher
MDPI AG
Published
2020-09-16
Volume
17
Issue
18
Pages
6760
ISSN
1660-4601 (ISSN-L)
DOI
10.3390/ijerph17186760
PMC
PMC7559916
OpenAlex
W3084620592
Semantic Scholar
bf72cb7e9b1b576fdf42fef05cfaa08c4ea17f76
Cited by
64
References
53
Citations by year
2026: 7 · 2025: 6 · 2024: 12 · 2023: 16 · 2022: 14 · 2021: 9
FWCI
17.34
Type
journal article
Language
en
Open access
Licence
Locations
  • International Journal of Environmental Research and Public Health (publishedVersion, cc-by)
  • PubMed Central (publishedVersion, cc-by)
  • PubMed (publishedVersion)
  • RePEc: Research Papers in Economics (submittedVersion)
  • LA Referencia (Red Federada de Repositorios Institucionales de Publicaciones Científicas) (submittedVersion, cc-by)
  • DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion)
  • RUA, Repositorio Institucional de la Universidad de Alicante (Universidad de Alicante) (submittedVersion, cc-by)
Topics
  • Health Sciences › Health Professions › Occupational Therapy › Occupational Health and Burnout
  • Social Sciences › Psychology › Social Psychology › Stress and Burnout Research
  • Health Sciences › Health Professions › General Health Professions › Healthcare professionals’ stress and burnout
Keywords
teacher burnout, burnout profiles, emotional exhaustion, personal accomplishment, depersonalization, depressive symptoms, self-esteem, teacher mental health, latent class analysis
MeSH terms
School Teachers, Educational Personnel, Psychological Distress, Adult, Burnout, Professional, Depersonalization, Depression, Female, Humans, Male, Surveys and Questionnaires, Schools, Self Concept

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Claims read by deepseek-v4.1-flash under definition version 3 (extract-v3) on 2026-10-09.

Classified by jev-1.13-20260917 (gold-guideline-v0.2) on 2026-10-09.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review