Abstract
Abstract Teacher burnout is multidimensional, yet many studies rely on global scores that may obscure domain-specific links with personal beliefs and appraised work conditions. Using cross-sectional survey data from 751 teachers in Türkiye (SEM analytic N = 740 after multivariate outlier screening), we tested a structural equation model guided by a resource-informed occupational stress perspective, in which four teacher self-efficacy facets were related to four dimensions of perceived work-related motivational conditions and four burnout dimensions. To support comparability, we examined measurement and structural equivalence across public versus private school ownership. In the structural model, social self-efficacy was positively associated with in-school factors, and professional self-efficacy was positively associated with out-of-school factors. Professional self-efficacy showed direct negative associations with job-related burnout and student alienation/depersonalization. Among perceived work-related motivational conditions, professional development and prestige was negatively associated with job-related burnout, while in-school factors were negatively associated with physical/emotional burnout and colleague/administrator alienation/depersonalization. The model explained 5–12% of variance in the perceived work-related motivational condition dimensions and 17–28% of variance in burnout dimensions. Overall, teachers’ appraisals of in-school conditions and professional development and recognition opportunities showed the most consistent, although modest, associations with lower burnout. These findings point to potential school-level working and professional learning conditions that may warrant further investigation, while the relatively modest explained variance indicates that additional individual and organisational factors are likely to contribute to teacher burnout.