Burnout of Secondary School Teachers in Relation to Their Job Satisfaction

Teaching at the secondary school level demands not only subject expertise but also sustained emotionalengagement and adaptability in the face of diverse classroom challenges. These demands, coupled with institutionalpressures, can contribute to a state of professional burnout is a phenomenon characterized by emotional weariness,depersonalization, and diminished sense of personal achievement. Such experiences may, in turn, influence howteachers perceive their work, shaping their overall sense of job satisfaction. This study investigates the rate ofburnout among secondary school educators and explores patterns in their levels of job satisfaction. Further, itinvestigates how these two variables interact, providing insight into whether and to what extent burnout impactsteachers’ professional contentment. Using standardized measures — the Teachers’ Burnout Scale (TBS) by Prof.Madhu Gupta & Ms. Surekha Rani (2011) and the Teachers’ Job Satisfaction Questionnaire (TJSQ) by Dr. Amar Singh& Dr. T.R. Sharma (1999) — data were collected from a representative sample of educators. The analysis offers aprofound understanding of the emotional and motivational dynamics within profession of teaching withimplications for policy and practice aimed at enhancing teacher well-being and effectiveness.