Safe job environment demands and resources to prevent teacher burnout

<p style="text-align: justify;"><strong>Context and relevance.</strong> Organizational factors and professional motivation are significant predictors of teacher burnout and well-being. The theoretical basis of the study was the Job Demands and Resources (JDR) model, self-determination theory, and V. Schaufeli's symptomatic model of burnout<strong>. Objective</strong>: to identify the Job Demands and Resources and professional motivation as predictors of teacher burnout.<strong> Hypothesis.</strong> Job Demands (difficulty of job, decision-making, workload, role conflicts) are positively related to the teacher burnout. Job Resources (work autonomy, availability of feedback, management support, colleagues support, role clarity) are negatively related to the teacher burnout. Controlled motivation is positively related to the teacher burnout, while autonomous motivation is negatively related to the teacher burnout.<strong> Methods and materials. </strong>The study involved 632 teachers, primarily from the Moscow region. We used the questionnaire of resources — job demands (Ivanova, 2016), the questionnaire of a professional motivation (QPM-2) (Osin et al., 2017), BAT-34 questionnaire for the burnout examination (Russian version of N. Kalachev, E. Osin et al., 2019).<strong> Results.</strong> The results showed that controlled motivation, as well as job demands related to workload, role conflict, difficulty of job, and decision-making, were strong predictors of burnout. Autonomous motivation and job resources, represented by the availability of performance feedback and role clarity, were negatively related to the teacher burnout. <strong>Conclusions. </strong>A safe and motivating job environment for teachers does not require limiting job demands, but rather creating/maintaining the necessary job resources within the educational organization.</p>