The Relationship between Access to Mental Health Resources, Administrative Support, and Teacher Burnout

Abstract

Using the Job Demands-Resources model, this study explored the impact of administrative support and mental health resources on teacher burnout. The sample included 822 PK-12 teachers across the United States, representing 46 states. Data were analyzed using hierarchical regression modeling. The results showed that access to mental health resources such as mindfulness programming and mental health days had a positive effect on teacher burnout. Teachers with greater support from their administrators, including support with student behavior, similarly reported lower levels of burnout. These findings suggest that mental health resources school administrators may play a vital role in providing appropriate and necessary support for limiting teacher burnout. We conclude with implications for teacher mental health.