Transformational leadership, teacher burnout, and psychological empowerment: A mediation analysis

Kwok Kuen TSANG, Yixuan DU, Yuan TENG

Research output: Contribution to journalArticlespeer-review

18 Citations (Scopus)

Abstract

Since the 1990s, teachers have become more prone to job burnout as education reforms worldwide have intensified their workload. We examined the relationships between teacher burnout, transformational leadership, and psychological empowerment among 339 primary and secondary school teachers in China. Results show that transformational leadership and psychological empowerment negatively predicted teacher burnout, and the transformational leadership–teacher burnout relationship was mediated by psychological empowerment. Of the four dimensions of psychological empowerment, the meaning, self-determination, and competence dimensions significantly mediated the transformational leadership–teacher burnout relationship. Thus, transformational leadership alleviated teacher burnout because it enhanced teachers' sense of work meaningfulness, self-determination, and competence. Copyright © 2022 Scientific Journal Publishers Limited. All Rights Reserved.
Original languageEnglish
Article numbere11041
JournalSocial Behavior and Personality
Volume50
Issue number1
DOIs
Publication statusPublished - 2022

Citation

Tsang, K. K., Du, Y., & Teng, Y. (2022). Transformational leadership, teacher burnout, and psychological empowerment: A mediation analysis. Social Behavior and Personality, 50(1). Retrieved from https://doi.org/10.2224/sbp.11041

Keywords

  • Teacher burnout
  • Transformational leadership
  • Psychological empowerment
  • Workload
  • School teachers
  • Work meaningfulness
  • Self-determination
  • Competence

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