Marić, Nada (57226219191)Nada (57226219191)MarićMandić-Rajčević, Stefan (49964171500)Stefan (49964171500)Mandić-RajčevićMaksimović, Nataša (12772951900)Nataša (12772951900)MaksimovićBulat, Petar (6603213855)Petar (6603213855)Bulat2025-06-122025-06-122020https://doi.org/10.3390/ijerph17103595https://www.scopus.com/inward/record.uri?eid=2-s2.0-85085264617&doi=10.3390%2fijerph17103595&partnerID=40&md5=0f2917f0af929d8cd584ef9d9a08bef5https://remedy.med.bg.ac.rs/handle/123456789/4928Objectives: The aim of this study was to estimate the prevalence of burnout syndrome in a large sample of primary and secondary school teachers in the Republic of Srpska (Bosnia and Herzegovina) and identify the factors associated with burnout in this population. Methods: This cross-sectional study was conducted in August and September of 2018, on a sample of 952 teachers. Beside socio-demographic information, Bortner scale, Job Content Questionnaire, and Maslach Burnout Inventory were filled in by the study participants. Results: Only 5.1% of teachers reported high levels of emotional exhaustion, 3.8% reported high levels of depersonalization, and 22.3% reported low levels of personal accomplishment. Behavior type, specifically type-A behavior, was associated with higher levels of emotional exhaustion. The most important factors associated with burnout were work–life characteristics and job-demand-control model of occupational stress. Conclusions: Our study shows a low prevalence of emotional exhaustion and depersonalization in teachers in the Republic of Srpska before the beginning of the new school year. Since similar studies show a high prevalence of burnout at the end of the school year, a potential seasonality of this syndrome should be considered and explored further. © 2020 by the authors. Licensee MDPI, Basel, Switzerland.Behavior typeEducation personnelOccupational stressWork-life balance