Abstract:

The study, conducted on a sample of 361 elementary school math teachers and 238 high school math teachers from all Croatian counties, aimed to uncover possible differences in their perceptions of working conditions as potential stressors associated with burnout symptoms and intent to leave work.

In addition to questions from Skaalvik's research, the impact of teacher workload in online teaching caused by the COVID-19 pandemic, the impact of pressure on teacher independence by principals and parents, and teachers' social status were analyzed. Factor analysis singled out ten factors and confirmed the high constructive validity of the questionnaire and the internal consistency of each factor.

The differences in the attitudes of mathematics teachers regarding gender, school, years of experience, type of study they completed and formal teacher advancement were shown. Additional qualitative analysis of the comments of the teachers involved revealed the main sources of their dissatisfaction: the attitude of the Ministry, the additional burden of online teaching and parental pressure.

Keywords:

Teacher stress, teacher burnout, job satisfaction, job requirements, teacher motivation.