Systemic Imbalance and Differential Manifestations: A Multiple Case Study of Secondary School Teacher Burnout Based on COR Theory
Abstract
analysis of ten teachers at different career stages and holding different positions in a key secondary school in a fourth-tier city. Through semistructured in-depth interviews, the study explored the manifestations, causes, and resource flow mechanisms of burnout among the teacher
group. The research found that teacher burnout is essentially the result of a systemic imbalance in four types of resources: personal, conditional, material, and energy resources. Furthermore, within the same organizational environment, burnout exhibits significant heterogeneity due to
differences in teaching experience, position, and subject taught. The conclusions indicate that alleviating teacher burnout requires building a
multi-level resource support system encompassing "individual---organization---society" and implementing differentiated intervention strategies, thereby promoting a virtuous cycle and dynamic balance of teacher resources.
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DOI: http://dx.doi.org/10.70711/neet.v3i11.8128
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