A number of recent studies carried out in the education sector have revealed the incidence of burnout in school environments and have highlighted the principal psycho-social sources of burnout syndrome among teachers. This study attempts to look further at the results of a previous research carried out on a sample of 882 Italian teachers. Using advanced statistical techniques such as MIMIC modelling, it intends to verify whether the following psycho-social stress factors are significant as predictors: interpersonal relations, workload, organisational conflict, role ambiguity, perceived role image, work-home interface. Considering that in Italy the recent regulations regarding retirement are triggering new stressful conditions for teachers, this study also aims to assess the role played by age in relation to the sources of psycho-social stress and burnout. The scales we have adopted are the Maslach Burnout Inventory (MBI-ES) and the Cooper’s Occupational Stress Indicator (OSI) specifically adapted for Italian schools. Results have shown the clear predictive role of factors such as interpersonal conflict and home-work interface in determining the onset of emotional exhaustion and depersonalization among teachers
