Published: 2025-12-12

The Impact of Personality Traits and Family Support on Foreign Language Teacher Burnout

dr Brygida Urszula Lika , Kamila Styś M.A. , Aleksandra Kwaśnicka
Family Forum
Section: Varia (o rodzinie)
DOI https://doi.org/10.25167/FF/5731

Abstract

Teacher burnout is a serious problem in education, particularly for foreign language teachers who often encounter various challenges. Personality traits can significantly exacerbate or mitigate susceptibility to burnout, while family can act as a buffer, providing emotional support to alleviate the pressures of teaching.
The main aim of this study was to examine the relationship between burnout, related personality traits, and family factors. One hundred and nine teachers aged 25 to 56+ participated in the study. The instruments used included the International Personality Item Pool NEO-Five Factor Inventory-50 (IPIP-NEO-FFI-50; Goldberg, 1992) to measure personality traits and the Oldenburg Burnout Inventory (OLBI; Demerouti, 1999) to assess burnout.  Participants with the highest levels of burnout were selected for detailed interviews to explore the impact of family factors on their stress levels and functioning.
The results indicate that teachers with strong family support experience lower levels of burnout, while those with high neuroticism and limited family resources are more vulnerable to its effects. This study highlights the importance of raising teachers’ awareness of the impact of burnout on their personal and professional lives. The balance between work, family relationships, and interests is essential to prevent burnout and maintain personal well-being and effectiveness.

Keywords:

burnout, foreign language teacher, personality traits, family support

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Citation rules

Lika, B., Styś, K., & Kwaśnicka, A. (2025). The Impact of Personality Traits and Family Support on Foreign Language Teacher Burnout. Family Forum, 15, 387–411. https://doi.org/10.25167/FF/5731

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