Risk factors for teacher burnout

Taking into consideration the continuous social change, rapid societal development, and the fact that teaching is one of the most stressful professions, it is crucial to frequently research and identify the factors that contribute to teacher burnout. Recognising the risk factors that can lead to burnout in teachers enables preventative action and the provision of appropriate support at all levels of the educational system. The aim of this study is to identify the risk factors for teacher burnout. The study applied the PRISMA guidelines while conducting an extensive literature search in the following academic databases: Scopus and Web of Science. Based on a survey conducted in February 2025, 138 articles were identified. The Rayyan programme was used to identify and remove duplicate articles, resulting in 127 articles for further analysis. Articles were included only if they met the following criteria: original scientific papers and research articles with a focus on teacher burnout and risk factors, research published in the five-year period before the present study was conducted (2020-2024), and peer-reviewed journal articles published in English and available to the researcher in full text. A total of 8 articles were selected for their relevance and full-text analysis. The results show that the most frequently reported risk factors for burnout in the teaching profession are: job demands, high expectations, lack of autonomy, and socio-demographic characteristics of the participants. These findings point to the need for further research on this topic, as well as the need for collaboration between educational institutions and government agencies with teachers in order to prevent teacher burnout and improve working conditions, expectations, and performance.