Measurement of Burnout in the Albanian Education System: Evidence from the Gjirokastër District Using the Maslach Burnout Inventory

Abstract

Teacher burnout, a syndrome associated with chronic occupational stress, represents a growing challenge for the professional and psychological well-being of educators. In Albania, where support policies are limited and working conditions remain demanding, understanding burnout has particular relevance for ensuring educational quality. This study assessed burnout levels among teachers in the 9-year education system of Gjirokastër district, including participants who are also students in teaching programs at Eqrem Çabej University.The research applied the Maslach Burnout Inventory–Educators Survey (MBI–ES), which conceptualizes burnout through three dimensions: Emotional Exhaustion (EE), Depersonalization (DP), and Personal Accomplishment (PA). A quantitative methodology was employed with a sample of 150 teachers. Data were collected via a structured questionnaire adapted to the Albanian context and analyzed using descriptive statistics, reliability and validity testing, group comparisons, and multivariate models.Findings indicated that 21.3% of teachers reported high levels of emotional exhaustion, while 6.7% showed elevated depersonalization. Only 3.3% experienced low personal accomplishment, with the majority reporting strong feelings of fulfillment, highlighting PA as a protective factor. Reliability analysis confirmed good internal consistency (? = 0.78–0.93), and confirmatory factor analysis supported the three-factor structure with acceptable model fit (CFI = 0.93, RMSEA = 0.06). Group comparisons revealed that younger and less experienced teachers were more vulnerable to emotional exhaustion and reduced accomplishment, whereas mid-career teachers exhibited higher depersonalization. General linear models further confirmed the predictive role of age and professional seniority in burnout outcomes.These results underscore the urgent need for institutional interventions and evidence-based educational policies that address teacher stress, promote psychosocial support, and provide targeted mentoring for early- and mid-career teachers. Enhancing teacher well-being is not only a matter of occupational health but also a prerequisite for sustaining the quality and effectiveness of the teaching–learning process.

Received: 01 September 2025 / Accepted: 17 October 2025 / Published: 05 November 2025