Burnout among administrative staff in the Greek Ministry of Education: The role of demographic factors, job satisfaction, and turnover intention

Type of the article: Research ArticleAbstractBurnout in the education sector has been extensively studied. Yet most research has focused on teaching staff, overlooking the experiences of administrative employees, despite their crucial role in implementing education policy. This study investigates the levels and correlates of burnout among administrative staff in the Greek Ministry of Education. It examines how demographic characteristics shape burnout dimensions and how burnout influences job satisfaction and turnover intention. Data were collected in 2023 through an electronic survey, reaching 40.2% of the Ministry’s workforce. Burnout was measured using the Maslach Burnout Inventory – General Survey (MBI-GS), job satisfaction with the Job Descriptive Index (JDI) and Job in General (JIG) scales, and turnover intention with custom-developed items. Results show moderate levels of exhaustion (M = 3.20) and cynicism (M = 2.82), while professional efficacy was high (M = 4.90), suggesting that staff remain committed despite institutional strain. Burnout was negatively correlated with job satisfaction (e.g., ρ = –0.651 for cynicism and satisfaction with work; ρ = –0.550 for exhaustion and satisfaction with the job in general), and positively associated with turnover intention. Tenure, education level, and gender were significantly associated with burnout dimensions (p < 0.05), while age showed no effect. By focusing on administrative staff, this study contributes new insights into an underexplored professional group in public education. Findings underline the systemic roots of burnout in the Greek public administration and highlight the need for structural HR reforms to foster employee well-being and organizational effectiveness.AcknowledgmentsWe would like to thank the Research Ethics Committee of the University of West Attica for approving the study protocol. We are also grateful to the employees of the Greek Ministry of Education for their participation and valuable contributions to this research. No external funding was received for this study.