This study examines the relationship between school resources, teacher selfefficacy,
potential multi-level stressors and teacher burnout using structural
equation modelling. The causal structure for primary and secondary school
teachers was also examined. The sample was composed of 724 primary and
secondary Spanish school teachers. The changes occurring in the Spanish teacher
role in the last decade were taken into account to select job stressors. The results
obtained revealed that external (school support resources) and internal
(management classroom self-efficacy and instructional self-efficacy) coping
resources have a negative and significant effect on job stressors. In turn, job
stressors have a positive and significant effect on teachers’ burnout considering it
as both a unidimensional and multidimensional construct. Furthermore, the
hypothesised structure of burnout dimensions revealed that emotional exhaustion
plays a key role in explaining Spanish school teachers’ burnout. Practical
implications of these findings are discusse
