Explaining teachers’ resignative tendencies through individual activity and competency profiles and education policy conditions

Teachers play an important role for children’s success at school as well as for the implementation and effectiveness of education policy reforms. However, in the national and international context the teaching profession belongs to those professions with a particularly high psychological strain, which can manifest itself in long-term incapacities to work as well as in poor teaching and a bad school climate.The study analyses if teachers’ resignative tendencies, which play an important role in the development of burnout symptoms, can be explained through individual and education policy factors and which aspects are more decisive. The theoretical explanatory model of teachers’ resignative tendencies is tested using structural equation modelling. The analyses show that individual as well as education policy factors explain teachers’ resignative tendencies to a certain extent, whereby the perceived school climate and teachers’ activity and competency profiles play a particularly important role.