Abstract
Occupational burnout among schoolteachers is a significant occupational health problem, yet the tools to measure it require rigorous validation. In Kazakhstan, there has been limited psychometric evaluation of standard diagnostic instruments. This study aimed to assess the applicability, internal structure, temporal stability, and psychometric reliability of the Russian-language version of the Maslach Burnout Inventory (MBI) among schoolteachers in the Republic of Kazakhstan. We conducted a cross-sectional study with 128 female schoolteachers from Karaganda, Kazakhstan. Participants completed the MBI–Educators Survey. Our analysis included internal consistency checks (Cronbach’s alpha), composite reliability (CR), and average variance extracted (AVE). We used exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) to test the instrument's structure. The MBI showed high internal consistency for all three dimensions: emotional exhaustion, depersonalization, and personal accomplishment (Cronbach’s α from 0.942 to 0.965). EFA confirmed the original three-factor structure (over 78% of the total variance). CFA indicated an acceptable model fit. Test–retest reliability was high (r = 0.86). The findings confirm that the Russian-language MBI is a reliable and valid tool for measuring burnout among teachers in Kazakhstan. Educational institutions and occupational health practitioners can use it for diagnosis and monitoring teacher well-being.