Burnout and job satisfaction among high school teachers: A structural equation modeling approach

The present study examines the interaction between anxiety, job insecurity, organizational commitment, burnout, and job satisfaction in a sample of Romanian high school teachers, using Structural Equation Modeling. The sample consisted of 210 teachers (72.4 % female; M = 46.38; SD = 8.76), who completed standardized measures of the main variables. This research addresses two important gaps in the previous literature: the separate testing of anxiety, job insecurity, and organizational commitment, without integrating these predictors into a single framework, and the limited exploration of teaching environments in Eastern Europe. Results supported a model in which burnout functions as a central mediator between the predictors and job satisfaction. Specifically, anxiety and job insecurity were positively associated with burnout and negatively with job satisfaction, whereas organizational commitment was negatively related to burnout and positively to job satisfaction. Two structural models showed excellent fit indices and confirmed mediations. Theoretical and practical implications are discussed. • Anxiety and job insecurity increase burnout and reduce job satisfaction. • Organizational commitment lowers burnout and enhances job satisfaction. • Burnout mediates effects of predictors on job satisfaction.