摘要：This study addressed the phenomenon of teachers’ burnout in its three dimensions explaining
emotional exhaustion (EE), depersonalization (DP) and lack of personal accomplishment (PA)
(Maslach, Schaufeli, & Leiter, 2001). The knowledge about status of teachers’ burnout in response
to the demographic variables is important to improve learning conditions at classroom level as
well as to advance school environment. The contribution of demographic variables (age,
experience, marital status, gender, locale, qualification, job status, job rank, level of school) on the
way of exploring burnout rate of teachers on job has been reported in this study. It was a
descriptive cross-sectional study conducted in the district of Punjab by employing a sample of
1688 (Males=957; Females=731) school teachers using multi-stage sampling. Emotional burnout
scale (α=.89) was administered along a list of demographic variables to meet the study objectives.
Descriptive (Mean and SD) and Inferential statistics (t-test, and ANOVA) were used to know the
difference among study variables. The results showed significant differences of age and
experience on three dimensions of burnout. Gender, marital status, locale and qualification were
significant to three dimensions of burnout differently whereas job status, job rank, and level of
school were not found significantly contributing variables to all dimensions of burnout. The
demographic variables, investigated in this study, were not conclusively determinants of burnout
but in interaction with other factors might be contributive in augmenting burnout. Some
recommendations such as to allocate the job tasks while keeping harmony between characteristics
and skills of teachers were made in light of the findings of current study.
