The Role of Perceived Teacher-Working Environment Fit in Social Contextual Burnout with the Mediating Role of Proactive Strategies in Zahedan Teachers

Rahdar, Rouhollah; Zare, Maryam; Rahimi, Mehdi

doi:10.22055/psy.2023.43462.3004

The Role of Perceived Teacher-Working Environment Fit in Social Contextual Burnout with the Mediating Role of Proactive Strategies in Zahedan Teachers

Document Type : Research Article

Authors

rouhollah rahdar ¹

maryam zare ²

mehdi rahimi ³

¹ Master's Degree in Educational Psychology, Faculty of Psychology and Educational Sciences, Yazd University, Yazd, Iran

² Assistant Professor, Department of Educational Sciences, Faculty of Psychology and Educational Sciences, Yazd University, Yazd, Iran.

³ Associate Professor, Faculty of Psychology and Educational Sciences, Yazd University, Yazd, Iran.

10.22055/psy.2023.43462.3004

Abstract

This study explored the relationship between teachers’ perceived person-environment fit and social-contextual burnout, focusing on the mediating roles of self-regulation and co-regulation during the 2021-2022 academic year. The sample consisted of 386 teachers from 36 schools in Zahedan, selected via multi-stage cluster sampling. Data were collected using standardized questionnaires and analyzed through Structural Equation Modeling (SEM) in AMOS. Based on the results, perceived person-environment fit had a significant negative direct effect on burnout, meaning better alignment diminishes exhaustion. Further, self-regulation acted as a significant negative mediator, suggesting that good fit promotes self-management strategies that lower burnout. Conversely, co-regulation served as a significant positive mediator, revealing a complex interaction where collaborative efforts might correlate with higher burnout owing to interpersonal demands or conflict resolution in misaligned contexts. Despite this, perceived fit remained a critical determinant of agentic behavior. The findings highlight that teachers’ perception of organizational alignment directly influences their use of proactive coping mechanisms. When teachers feel valued and supported, they would be more empowered to engage in self-management and collaboration. This emphasizes the importance of both individual resilience and collective support systems in mitigating job exhaustion. The study confirms that burnout is deeply rooted in the structural and social conditions of the school environment, not just an individual psychological issue. Hence, educational administrators should prioritize improving the overall organizational climate rather than focusing solely on individual stress management. Interventions enhancing perceived fit—through better resource allocation, clearer communication, and stronger professional communities—are essential for fostering an environment where agentic strategies thrive. Through aligning institutional realities with teacher expectations, schools can achieve sustainable reductions in burnout. Ultimately, maintaining educator well-being requires a holistic approach addressing both individual agency and broader workplace factors. Understanding these dynamics would support targeted policy-making for the long-term health of the teaching workforce.

Keywords

Perceived person-environment fit

agentic strategies

teachers' social-contextual burnout

Zahedan schools

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