Work environment in rural schools: Differences between teachers working in single-grade and multi-grade classrooms

The 2030 Agenda and the Sustainable Development Goals (SDGs) emphasize the importance of quality education and the role of teachers in achieving it. Teachers in rural schools often face specific challenges in their work environment, which can cause professional stress and burnout syndrome, negatively affecting their professional capacities and students' academic achievements. The aim of this study was to examine differences in the presence of professional stress, teacher burnout syndrome, work attitude, and job satisfaction between teachers working in single-grade and multi-grade classrooms in rural schools. The research used a questionnaire consisting of sociodemographic and work-related characteristics, the Karasek Job Content Questionnaire for professional stress, the Copenhagen Burnout Inventory, a work attitude questionnaire, and a job satisfaction questionnaire. A total of 225 teachers working in rural schools in the Republic of Srpska participated in the study. In multi-grade classrooms, over 60% of teachers reported burnout syndrome, while in single-grade classrooms it was about 48%. In both groups, only a small percentage of teachers reported professional stress (6% and 9%, respectively). No statistically significant difference was found between teachers in multi-grade and single-grade classrooms regarding work attitude. Statistically significant differences were found in job satisfaction, student activity and engagement, and progress of former students. The results indicate that burnout syndrome is present in a significant number of teachers in rural schools, especially among those working in multi-grade classrooms. Teachers in rural schools generally do not report high levels of stress, which may be a consequence of cultural and social factors influencing the perception and expression of stress. Overall, the results suggest that although teachers in multi-grade classrooms express greater satisfaction with some key aspects of teaching, such as professional fulfillment and student progress, the work attitude and perception of their own competencies are similar between teachers in multi-grade and single-grade classrooms. These findings may have a significant impact on improving educational policies and school management in rural areas, particularly regarding support for teachers.