Associated factors and rise of burnout in Mexican teachers: the impact of school principals, age, and years of teaching experience

Burnout is a major occupational issue, particularly among teachers, who face high emotional and physical demands. Despite extensive research, few studies have compared personal and job-related predictors simultaneously. This study examined these factors among preschool and elementary teachers in Mexico, and assessed overall burnout levels. A cross-sectional quantitative study was conducted with 637 teachers using the Spanish Burnout Inventory. Data were analyzed with classification tree analysis and non-parametric tests (Mann–Whitney U , Kruskal–Wallis). Results show that principal support is the strongest protective factor, while excessive demands, fewer years of experience, younger age, grade level taught, and urban location increase burnout risk. Overall levels were moderate across dimensions. These findings highlight the need for interventions, especially in urban schools and early grades. Leadership training for principals and workshops to strengthen teachers’ emotional regulation and relationship management are recommended to promote teacher well-being.