It is widely believed that the school context plays a crucial role in teacher burnout. Against that background, we (1) critically review existing empirical multilevel studies on teacher burnout and (2) use data from the Teaching and Learning International Survey (TALIS) 2018 to assess the school-level variance and its correlates in emotional exhaustion, cynical depersonalization, and personal accomplishment in 2,300 primary (183 schools) and 2,700 lower secondary (190 schools) teachers in the Flemish-speaking community of Belgium, and 2,135 lower secondary (120 schools) teachers in the French-speaking community of Belgium. Our results reveal that (1) conceptual confusion exists surrounding school-context variables and (2) the between-school variance in teacher burnout is small. Implications for educational policy and teacher burnout research are discussed.

人们普遍认为，学校环境在教师倦怠中起着至关重要的作用。在此背景下，我们（1）批判性地审查现有的关于教师倦怠的经验性多层次研究，（2）使用来自国际教学和研究调查（TALIS）2018的数据来评估学校水平的差异及其与情感疲惫，愤世嫉俗的去人格化的相关性，以及比利时佛兰德语社区的2300名小学（183所学校）和2700名初中（190所学校）的教师的个人成就，以及比利时法语社区的2135名初中（120所学校）的教师。我们的结果表明，（1）学校上下文变量周围存在概念混乱，（2）教师倦怠中的校际差异很小。