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- 2025-12-24 (2)
- 2025-12-19 (1)
Keywords
hopelessness
burnout syndrome
teachers
primary education
teacher well-being
How to Cite
Abstract
The purpose of this study was to analyze the role of hope and hopelessness as predictors of teacher burnout in primary school educators. A quantitative, cross-sectional, and predictive design was employed, involving a sample of 231 teachers from public schools in Mendoza, Argentina. A semi-structured sociodemographic questionnaire, the Hope–Hopelessness Test (Pereyra, 2013), and the Maslach Burnout Inventory (MBI) were administered. Correlational analyses and stepwise multiple linear regressions were conducted. The results indicated that hope was positively associated with personal accomplishment and negatively associated with emotional exhaustion and depersonalization, whereas hopelessness showed inverse relationships. Furthermore, regression analyses confirmed that hope positively predicted personal accomplishment and negatively predicted emotional exhaustion and depersonalization. Conversely, hopelessness emerged as a negative predictor of personal accomplishment and a positive predictor of the other burnout dimensions. These findings highlight the relevance of cognitive–affective factors in understanding teacher well-being and suggest the importance of developing preventive strategies aimed at strengthening hope and reducing hopelessness within educational contexts.
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