Untangling teacher burnout: a network analysis of demands, resources, and out-of-field teaching challenges in rural China

Abstract

Introduction: Teacher burnout poses a significant threat to the sustainability of rural education. However, the effect of out-of-field teaching as a job demand remains understudied. This study applies the Job Demands-Resources (JD-R) model to explore how job demands, job resources, and personal resources interact with burnout among rural teachers. Methods: We conducted a network analysis on survey data from 2,475 English teachers in rural China, including 2,119 in-field and 356 out-of-field teachers, to examine the relationships between JD-R variables and burnout dimensions. Results: Emotional exhaustion emerged as the central burnout dimension, with workload stress acting as the primary bridge connecting JD-R variables to burnout. Job satisfaction showed strong negative bridge effects, indicating its association with lower depersonalization. The network structure and strength were similar for in-field and out-of-field teachers, suggesting that out-of-field teaching may not be directly related to teacher burnout. Discussion: These findings suggest that interventions targeting workload reduction and enhancing professional identity and recognition could alleviate burnout and support the sustainability of rural education in China.