Occupational burnout in women schoolteachers in Kazakhstan: psychometric evaluation and psychosocial correlates within the job demands-resources framework.

Background: Teaching combines intense interpersonal demands with administrative and digital workload, and in Kazakhstan more than four fifths of schoolteachers are women, which makes burnout in this group a gender-relevant occupational health and wellbeing concern. Evidence from Central Asia remains scarce, and the performance of the Russian-language Maslach Burnout Inventory-Educators Survey (MBI-ES) in this population had not been formally examined. Methods: In a cross-sectional study conducted between October and December 2025, 323 women teachers recruited by convenience in general education schools in three Kazakhstani cities completed the MBI-ES, the state scale of the Spielberger State-Trait Anxiety Inventory, and a structured questionnaire covering employment, workload, social-psychological, lifestyle, and digital factors. We split the sample at random, examined the structure in one half and confirmed it in the other, compared the three-factor model against one-factor, two-factor, and bifactor alternatives, tested measurement invariance, and fitted hierarchical regression models built on the job demands-resources framework. Results: The correlated three-factor model outperformed one-factor and two-factor alternatives and fitted the validation subsample well ( Conclusion: The Russian-language MBI-ES performs acceptably in women schoolteachers in Kazakhstan. In this convenience sample, burnout was associated more closely with appraised psychosocial working conditions than with formal job parameters. The cross-sectional design supports no causal inference, and the findings apply to women teachers in three urban settings.