Positive Teacher Development model understands the mechanisms of teachers' burnout and job satisfaction as a result of an interplay of multiple levels of individual ↔ context relationships, internal and external assets, being supported by teachers' relationships with students, colleagues, and school leaders. The model is grounded in the Socio-Ecological Model, Relational Developmental Systems Theory, and Self-Determination Theory. The fit of the model, a selection of direct and indirect paths, was tested on a sample of Slovene in-service teachers (n = 1191; 86.6% females; M age = 42.49; SD age = 9.42) with a measurement battery consisting of measures addressing internal assets (self-efficacy, intrinsic motivation, emotion regulation), external assets (work stressors, school values, system support), teachers‘ relationships (with students, colleagues and school leaders), job satisfaction, and burnout. The findings showcase the interconnectedness of internal and external assets with diverse direct paths leading from both internal assets and external assets to job satisfaction and burnout. • Interplay of multiple levels of individual ↔ context characteristics is essential. • External assets had stronger, more direct links to job satisfaction and burnout. • Relations with students and leaders strongly shape teachers' job satisfaction.
Kozina et al. (Sat,) studied this question.