Modeling the relationship between transdiagnostic factors, general anxiety disorder's symptoms and burnout in teachers

Understanding burnout among teachers is particularly important, because it has significant implications not only for teacher motivation, job satisfaction, health and longevity, but also for student behaviour and learning. Therefore, the aim of present study was to investigate the relationship between transdiagnostic factors, general anxiety disorder's symptoms and burnout in teachers. For this purpose, in a descriptive-correlational study, 250 teachers of elementary and middle schools in the city of Neyshabur were selected by random stratified sampling. The participants completed generalized anxiety disorder 7-item scale (2006), Penn state worry questionnaire (1990), intolerance of uncertainty scale (1994), metacognition questionnaire (2004), cognitive avoidance questionnaire (2008), acceptance and action questionnaire (2011), cognitive emotion regulation questionnaire (2006) and Maslach burnout inventory (1981). Data were analyzed by Lisrel and SPSS22 software, using structural equation modeling. The results of this study showed that proposed model has an acceptable fit with the data. In addition, result showed that higher transdiagnostic factors (cognitive avoidance, intolerance of uncertainty, negative belief about worry, experiential avoidance and cognitive emotion regulation strategies) predicted higher general anxiety disorder, which, in turn, predicted higher burnout in teachers. In sum, results of this study emphasize the importance of relationship between transdiagnostic factors and general anxiety disorder's symptoms in teacher’s burnout