Abstract:

Teachers in Slovakia and beyond face high demands associated with their work both inside and outside the classroom, which can significantly affect their psychological well-being and professional functioning. This paper presents the results of a research study conducted on a sample of Slovak primary and secondary school teachers. The aim of the study was to examine the relationship between the level of teacher burnout and selected personal and professional characteristics, such as gender, length of teaching experience, and the geographical location of the workplace. Data collection took place in September and October 2025, at the beginning of the school year, allowing the capture of teachers’ current experiences after the summer break. The results provide an overview of the occurrence and intensity of burnout among Slovak teachers and contribute to a broader discussion on teacher well-being and support within the European educational context.

Keywords:

Teacher burnout, teacher professional characteristics, Slovakia.