Analysis of the Effects of Elementary School Teachers’ Relationships with School Members on Teacher Efficacy and Burnout

This study aimed to analyze the multidimensional effects of relationships among elementary school members on teacher efficacy and burnout. Using data from 905 elementary school teachers collected during the first wave (2021) of the Seoul Educational Longitudinal Study of Teacher 2020, conducted as part of the Seoul Education Longitudinal Study 2020, the analysis was conducted by applying a Multiple Indicators Multiple Causes (MIMIC) model. The research questions addressed were: First, how does the quality of relationships among school members affect teacher efficacy and burnout? and Second, are there differences in the relative impact of each type of relationship? The results revealed that teacher–student and teacher–parent relationships significantly influenced the perception of overall relationships among school members. In turn, these perceptions had a positive effect on teacher efficacy and a negative effect on teacher burnout. Notably, teacher efficacy and burnout were found to be significantly negatively correlated, indicating that positive relationships with students and parents serve as key factors in enhancing teachers' emotional well-being. This study empirically examined the structural effects of the quality of relationships among school members in elementary schools on teachers’ psychological resources. Based on the findings, policy recommendations include implementing training programs to enhance teacher–student and teacher–parent relationship competencies, establishing counseling and support systems to mediate conflicts with parents, strengthening participatory and supportive leadership, promoting collaborative professional learning communities, and developing tools for diagnosing organizational culture.