Relationship between external accountability and teacher burnout: Differences between regular and vocational high schools

Abstract

Burnout significantly undermines teacher well-being and effectiveness, with external accountability identified as a key contributor. Although vocational and regular high school teachers face comparable stressors, their distinct workplaces lead to different patterns in the relationship between external accountability and burnout. However, current studies concerning these differences have been inadequate. Therefore, following labour process theory, this study aims to explore how external accountability influences teachers’ emotional labour and consequent burnout across different school contexts. This study recruited 395 high school teachers to complete questionnaires that measured external accountability, emotional labour (surface acting, deep acting, and the expression of naturally felt emotions), and burnout. The results show that external accountability positively predicts teacher burnout, which is significantly mediated by the expression of naturally felt emotions. Additionally, school type moderates the mediating effect of surface acting, with only vocational high school teachers being significantly impacted. The findings also highlight the need for differentiated support strategies, particularly for vocational teachers’ pedagogical training.