Teacher burnout is common, leading to multiple concerns like teacher turnover and worse student outcomes (Chang, 2009). One promising intervention used to decrease teacher burnout in K-12 teachers is Acceptance and Commitment Therapy (ACT), which targets psychological flexibility – the ability to adapt to different situations to pursue one’s goals (Emery, 2011). Building on this work, the present study examined the relationship between psychological flexibility and burnout across three teaching populations: preservice teachers, primary teachers, and college professors. We administered questionnaires measuring psychological flexibility and teacher burnout to 11 preservice teachers, 11 primary teachers, and 40 college professors. Contrary to expectations, results indicated no significant differences in burnout levels among the three groups. However, less teaching experience and higher job commitment were strongly associated with increased burnout, reflecting both organizational and individual predictors. Additionally, correlations between psychological flexibility and burnout were generally not significant; however, preservice teachers showed a positive relationship. These findings suggest that burnout is similar across teaching roles, but the role of psychological flexibility may differ depending on career stage. Results highlight the need for tailored interventions to support teacher well-being.
