EVALUATING THE RELIABILITY AND VALIDITY OF THE BURNOUT ASSESSMENT TOOL (BAT) TO TEACHERS IN CREECE

Authors

  • Labrina Gioti Associate Professor, Department of Primary Education, Aristotle University of Thessaloniki, Greece
  • Konstantinos Zogopoulos PhD Candidate, Department of History-Archaeology, University of Patras, Greece

DOI:

https://doi.org/10.46827/ejes.v12i12.6442

Keywords:

Burnout Assessment Tool (BAT), validity, reliability, burnout, teachers, Greece

Abstract

This study examines the validity and reliability of the Greek adaptation of the Burnout Assessment Tool (BAT), the most recently developed and updated burnout measurement tool (2019-20), in primary and secondary school teachers. Burnout has been a serious issue in the field of education in recent years, and especially after the COVID-19 pandemic, as teachers face high demands and limited support resources, resulting in symptoms such as physical and mental exhaustion, distancing, cognitive and emotional impairment. The survey involved 1,044 teachers from all over Greece, who responded electronically to BAT. Data analysis was performed by exploratory and confirmatory factor analysis (EFA, CFA) using SPSS 29 and SmartPLS 4 software, in the context of PLS-SEM and CB-SEM. The results showed that BAT maintains its original six-factor structure (exhaustion, mental distance, cognitive impairment, emotional impairment, psychological and psychosomatic complaints) with high loads (>0.615) and very good internal consistency (Cronbach's alpha of 0.794 to 0.934). Convergent and discrete validity were confirmed, while the model showed good fit (SRMR=0.06). The consistency of the results between the PLS-SEM analysis and the CB-SEM confirmation significantly enhances the validity of the Greek adaptation of the BAT. The tool proves to be reliable, stable and theoretically consistent, as its exgenerative structure remains unchanged and clearly conveys the real experience of burnout in the field of education. At the same time, the existence of the general factor G-BAT provides the possibility to calculate an overall burnout index, which can be useful for comparative or longitudinal studies. The findings support that BAT is a reliable and valid tool for measuring burnout in Greek teachers, offering the possibility of targeted prevention and support interventions. At the same time, research limitations are recognized, such as the self-selection of the sample and the absence of repeat measurement control, which indicate the need for further research.

 

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Author Biographies

  • Labrina Gioti, Associate Professor, Department of Primary Education, Aristotle University of Thessaloniki, Greece

    Labprina Gioti was born in Athens. She is an Associate Professor in the Department of Pedagogy and Social Exclusion at the School of Primary Education of Aristotle University, specializing in Adult Education. She previously served as Laboratory Teaching Staff at the Pedagogical Department of the Higher School of Pedagogical and Technological Education and has many years of professional experience as a primary school teacher. She holds degrees from the Marasleio Pedagogical Academy and the School of Philosophy at the University of Athens (Department of Philosophy, Pedagogy and Psychology – Psychology Division). At the same Department, she completed her postgraduate studies in Pedagogy and her doctoral dissertation in Adult Education, and subsequently taught in both the undergraduate and postgraduate programs. She has also taught in the interdepartmental postgraduate program of Democritus University. Since 2011, she has been Academic Teaching Personnel at the Hellenic Open University, contributing to two postgraduate programs, and since the academic year 2018–2019 she has been teaching in an interdepartmental postgraduate program at the University of West Attica. Her research and scholarly work focus on adult education and on the relationship between theory and practice in educational processes. She has participated in research projects and has served on scientific committees and peer-review panels for conferences and academic journals. She has extensive experience in adult education training programs and in the professional development of teachers. She is the author of one book and has contributed to the authorship of five others, while she has co-edited an additional five volumes. Her articles have been published in reputable Greek and international journals as well as in conference proceedings.

  • Konstantinos Zogopoulos, PhD Candidate, Department of History-Archaeology, University of Patras, Greece

    Konstantinos Zogopoulos is the Principal of a Primary School. He is a graduate of the Department of Primary Education of the University of Athens and a graduate of the Department of History and Political Science at Panteion University of Athens. He has a Master's degree in Education Management from the Department of Business Administration, TEI of Western Greece (Patras). He is a PhD candidate at the Department of History-Archaeology of the University of Patras. He has published in international journals and has participated in national and international conferences. He is co-author of two books (a) Panagiotopoulos, G., Karanikola Z., & Zogopoulos, K. (2023). Skills in the contemporary context. A research dialogue. Publications: Grigoris, b) Zogopoulos, K., & Karatzas, A. (2025). Artificial Intelligence and Education. Investigation of the views of teachers in Greece. Publications: Grigoris). His main research interests are school administration, educational technologies, research methodology.

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2025-12-22

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Vol. 12 No. 12 (2025)

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