Teachers’ burnout has severe consequences for themselves and their students. The identification of factors related to burnout can provide valuable information about the relevance of interindividual differences. Beyond work-related factors, burnout is assumed to be affected by individuals’ personality traits, and several empirical studies already exist that have investigated this association in teachers. However, a comprehensive meta-analytical examination is missing so far. The current meta-analysis, including 18 primary studies with 19 samples (total N = 4,724), aimed to examine the relation between burnout dimensions (emotional exhaustion, depersonalization, and reduced personal accomplishment) and the Big Five personality traits (neuroticism, extraversion, openness to experience, agreeableness, and conscientiousness) in teachers. In addition, moderating effects of teachers’ professional level were investigated. In line with our expectations, neuroticism was positively related to all three burnout dimensions, with medium-sized effects found for emotional exhaustion and depersonalization and a small effect size found for reduced personal accomplishment. The other significant associations between personality traits and burnout dimensions were negative. Apart from a nonsignificant association between emotional exhaustion and openness, all associations were rated as small to medium. The moderator analyses did not show any support for moderating effects of teachers’ professional level concerning the associations between burnout dimensions and personality traits.

教师的倦怠对他们自己和他们的学生都有严重的后果。识别与倦怠相关的因素可以提供有关个体间差异相关性的有价值信息。除了与工作相关的因素外，职业倦怠还被认为受到个人性格特征的影响，并且已经有一些实证研究调查了教师的这种关联。然而，到目前为止，还缺少一项全面的荟萃分析检查。目前的荟萃分析，包括 19 项样本的 18 项初步研究（共N = 4,724），旨在检查教师的职业倦怠维度（情绪衰竭、人格解体和个人成就降低）与大五人格特质（神经质、外向性、对经验的开放性、宜人性和尽责性）之间的关系。此外，还考察了教师专业水平的调节作用。与我们的预期一致，神经质与所有三个倦怠维度呈正相关，对情绪衰竭和人格解体有中等影响，对个人成就降低有小影响。人格特质和倦怠维度之间的其他显着关联是负面的。除了情绪疲惫和开放之间的不显着关联外，所有关联都被评为中小。