Abstract
The purpose of this study is to clarify the determinants of teachers' burnout in the public senior high schools and special-needs schools by analyzing of multilevel model. We have set up a hypothesis model that distinguished the effects of explanatory variable on teachers' burnout such as the direct effect variable, indirect effect variable, and adjustment variable. This survey was carried out from October to December in 2011 as a commissioned survey of X Board of Education. The survey target is 2,024 teachers who belonging to public senior high school and special-needs school in X Prefecture. The number of respondents was 1,551 (recovery rate was 76.6%). We have set a multilevel model which teachers' burnout is dependent variable, and set several independent variables such as individual characteristics of a teacher, organizational characteristics of the school, job stressors, and coping factors. A result of the analysis, the following four points have been extracted as a cause of burnout: (1) A teacher has troubles about their family. (2) A teacher is confronted with a difficult task in teaching. (3) A teacher is feeling the burden to excessive requests and expectations from surroundings. (4) A teacher is feeling the conflict to requests and expectations from surroundings. In addition, the following three points have been extracted as suppression factors of burnout: (1) A teacher is working on a school that teachers are building mutually trust. (2) A teacher has colleagues who can consult about difficulty tasks. (3) A teacher has hopes in professional growth in the future, and has been facilitating learning activities for realize the hopes. However, all of these are individual variables. The trust relationship between parents and the school has not been extracted as an organizational level variable that has influences on the teacher's burnout.
