Differences in Teacher Burnout and Professional Development Activities According to Relationship Stress Profiles in Elementary School Teachers

This study explored the types of relationship stress experienced by elementary school teachers in their interactions with key educational stakeholders. It also examined the characteristics of each relationship stress type while considering the teaching environments and analyzed how these stress types influenced teacher burnout and professional development activities related to understanding students. To achieve this, data from the second and third waves of Korean Teacher Longitudinal Study: Elementary School Teacher were utilized, and a latent profile analysis was conducted. The results identified four latent profiles of elementary school teachers’ relationship stress: “low stress” (53.4%), “moderate stress” (17.7%), “student―parent stress” (20.4%), and “high stress” (8.1%). Analysis of the characteristics of each type showed that the student―parent stress type was primarily distinguished by classroom factors, whereas the high stress type was differentiated by both classroom factors and teaching―learning practices. The analysis of differences in teacher burnout and professional development activities across stress types revealed that the high stress type exhibited relatively higher levels of burnout. Notably, the high stress type, despite experiencing significant burnout, demonstrated the most active participation in professional development activities. Based on these findings, implications were drawn for understanding the relationship between elementary school teachers’ relationship stress and their educational activities.