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The current study aims to identify a typology of
burnout in Korean school teachers and also examines the
discriminant variables that contribute to burnout group’s
differences. A total of 345 Korean school teachers in
middle and high school participated in this study. Each
participant filled out a Korean version of the Maslach
Burnout Inventory–Educator Survey and Mini-Markers,
which is a simplified version of the Goldberg Unipolar bigfive
questionnaire. First, cluster analysis was performed to
identify the types of Korean teacher burnout using the
SPSS software. Three types of burnout were identified
among the Korean teachers, these being; (a) the ‘‘Laissez-
Faire’’ teacher, (b) the ‘‘Well-Adjusted’’ teachers, and
(c) the ‘‘Distressed’’ teachers. Next, descriptive discriminant
analysis was performed to examine the discriminant
variables differentiating the burnout groups. The results
indicated that the ‘‘Well-Adjusted’’ group of teachers
obtained higher scores on particular factors, such as
extraversion, conscientiousness, and agreeableness than the
‘‘Laissez-faire’’ group and the ‘‘Distressed’’ group of
teachers. In addition, the ‘‘Distressed’’ group of teachers
obtained lower scores on the emotional stability factor than
the ‘‘Well-Adjusted’’ group as well as the ‘‘Laissez-Faire’’
group of teachers. We conclude our study with both the
implications and a few notes about the limitations