Burnout and quality of working life among Russian and Indonesian teachers: a pilot study

Innovative changes in education have significantly increased teachers’ workload and stress levels, leading to higher rates of burnout. This burnout adversely affects both their professional performance and personal well-being, highlighting the urgent need to address teachers’ mental health as a key factor in improving educational quality and effectiveness. This pilot study aims to explore the relationship between burnout and quality of working life (QWL) among school teachers in Bangkalan, Indonesia and Vladivostok, Russia, and to compare the levels of burnout and QWL between these two countries. Using a correlational research design, data were collected from a sample of 60 teachers, with 30 participants from Bangkalan, Indonesia and 30 from Vladivostok, Russia. Data analysis included correlation analysis to examine the relationship between burnout and QWL and comparative statistical tests to identify differences between groups. The results indicate a significant negative correlation between burnout and QWL in both countries, demonstrating that increased burnout is associated with a decreased quality of working life. Furthermore, the analysis revealed a significant difference in burnout levels, with Russian teachers experiencing higher burnout than their Indonesian counterparts. However, no statistically significant difference was found in the overall QWL between the two groups. These findings underscore the importance of developing targeted interventions to support teachers’ mental health and improve their working conditions in order to enhance educational outcomes.