Job burnout and its influence on job satisfaction among female mathematics teachers in Nigeria: case study of Osun State private secondary schools

Female mathematics teachers are particularly vulnerable to job burnout due to persistent gender norms, societal expectations, and the demanding nature of teaching mathematics, a subject often perceived as challenging. This study investigates the influence of burnout dimensions, (i.e., emotional exhaustion, depersonalisation, and personal accomplishment) on job satisfaction among female mathematics teachers in Nigeria. A total of 368 respondents were selected using stratified, simple random, and snowball sampling techniques across Osun State's nine federal constituencies. Data were collected through a structured questionnaire distributed via Google forms, facilitated by the NAPPS Osun State Chapter. Factor analysis reduced the dataset to four core components, while multiple regression analysis tested the hypothesis. Findings reveal that personal accomplishment significantly and positively impacts job satisfaction, while emotional exhaustion has a negative influence. Depersonalisation, though negatively correlated, was not statistically significant. The study recommends that schools regularly assess burnout levels and implement strategies that enhance personal accomplishment and reduce emotional fatigue to improve teacher retention and satisfaction.