(1) Background: Teaching is a profession in which burnout constitutes a prevalent issue and provides ample opportunity to compare oneself with one's colleagues, i.e., social comparison. The purpose of this research in the Netherlands was to examine responses to social comparison, in relation to burnout, and to individual differences in social comparison orientation (SCO). (2) Methods: Study 1 employed a retrospective measure to assess responses to social comparison. In Study 2, teachers were confronted with a scenario describing either a well or a poorly functioning colleague. (3) Results: Burnout was associated with more negative responses to well and to poorly functioning colleagues, with a less positive response to well-functioning colleagues. This last effect was fully due to the degree to which one identified or contrasted oneself with this colleague. Especially among high-SCO individuals, identification with a well-functioning colleague was accompanied by a positive affect. High-burnout individuals reported more identification with poorly functioning colleagues, and more contrast and less identification with well-functioning colleagues. Responses to well-functioning colleagues were more strongly related to burnout among those high in SCO. (4) Conclusions: An especially negative affect after comparison with well-functioning colleagues is typical for individuals high in burnout, particularly among individuals with a dispositional tendency to compare themselves with others.
Keywords: affective responses; burnout; identification; secondary education; social comparison.