Factors Affecting Job Burnout among Teachers in China: A Comprehensive Review

Wang Xiaoci, Muhammad Asyraf bin Mohd Kassim and Mohd Fitri bin Mansor
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Wang Xiaoci: Faculty of Business & Communication, Universiti Malaysia Perlis Qing Gong College, North China University of Science and Technology
Muhammad Asyraf bin Mohd Kassim: Faculty of Business & Communication, Universiti Malaysia Perlis
Mohd Fitri bin Mansor: Faculty of Business & Communication, Universiti Malaysia Perlis

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 3, 686-709

Abstract: The antecedents and outcomes of teacher burnout have increasingly attracted the attention of both Chinese and international researchers in recent years. In the Chinese education system, burnout becomes a serious issue for a large workgroup of 18.9 million teachers. However, there has been no comprehensive review to synthesize the literature in this area, limiting our understanding on how burnout is experienced in this specific cultural context. This study adopts the Job Demands-Resources (JD-R) model as its theoretical framework and conducts a systematic literature review of 75 studies published since 2021 on teacher burnout in China. We review on the job demands, job resources, and personal resources as the antecedents of burnout, and also on the outcomes of burnout. Our review indicates that teachers in China experience unique job demands because of specific cultural context. Moreover, we summarize how motivation contribute to the mechanism of burnout development among Chinese teachers. Third, drawing from the recent extension of the JD-R model, we suggest future avenues for teacher burnout research in China, including examining job demands, job resources, and personal resources under specific cultural context and education types, further investigating the role of motivation in the JD-R model, and conducting more intervention studies to mitigate teacher burnout.

Date: 2025
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