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Open Access Journal Article

Psychological Resilience and Burnout Prevention among Teachers

by Emily Jackson 1,*
1
Emily Jackson
*
Author to whom correspondence should be addressed.
JOPEM  2022 4(2):35; https://doi.org/10.69610/j.jopem.20221212
Received: 20 October 2022 / Accepted: 25 November 2022 / Published Online: 12 December 2022
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Abstract

The present study investigates the relationship between psychological resilience and burnout prevention among teachers, aiming to provide insights into the factors that contribute to their mental well-being and professional sustainability. Drawing on a sample of 200 primary and secondary school teachers from different regions, the study employed a mixed-methods approach involving both quantitative surveys and qualitative interviews. The quantitative data were collected through the Maslach Burnout Inventory (MBI), while the qualitative data were gathered through semi-structured interviews. Results indicated that a higher level of psychological resilience was associated with lower levels of burnout among teachers. Furthermore, specific resilience strategies such as emotional regulation, social support, and positive reframing were found to play a crucial role in preventing burnout. The findings suggest that fostering psychological resilience through professional development programs, school support systems, and individual coping mechanisms could be a viable strategy for reducing burnout rates and enhancing teacher job satisfaction. This study contributes to the existing literature on burnout prevention in education and provides practical implications for policymakers, educators, and mental health professionals.

Keywords: Psychological Resilience; Teacher Burnout; Mental Well-being; Professional Sustainability; Resilience Strategies.;
Copyright: © 2022 by Jackson. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY) (Creative Commons Attribution 4.0 International License). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
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APA Style
Jackson, E. (2022). Psychological Resilience and Burnout Prevention among Teachers. Journal of Organizational Psychology and Educational Management, 4(2), 35. doi:10.69610/j.jopem.20221212
ACS Style
Jackson, E. Psychological Resilience and Burnout Prevention among Teachers. Journal of Organizational Psychology and Educational Management, 2022, 4, 35. doi:10.69610/j.jopem.20221212
AMA Style
Jackson E. Psychological Resilience and Burnout Prevention among Teachers. Journal of Organizational Psychology and Educational Management; 2022, 4(2):35. doi:10.69610/j.jopem.20221212
Chicago/Turabian Style
Jackson, Emily 2022. "Psychological Resilience and Burnout Prevention among Teachers" Journal of Organizational Psychology and Educational Management 4, no.2:35. doi:10.69610/j.jopem.20221212

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ACS Style
Jackson, E. Psychological Resilience and Burnout Prevention among Teachers. Journal of Organizational Psychology and Educational Management, 2022, 4, 35. doi:10.69610/j.jopem.20221212
AMA Style
Jackson E. Psychological Resilience and Burnout Prevention among Teachers. Journal of Organizational Psychology and Educational Management; 2022, 4(2):35. doi:10.69610/j.jopem.20221212
Chicago/Turabian Style
Jackson, Emily 2022. "Psychological Resilience and Burnout Prevention among Teachers" Journal of Organizational Psychology and Educational Management 4, no.2:35. doi:10.69610/j.jopem.20221212
APA style
Jackson, E. (2022). Psychological Resilience and Burnout Prevention among Teachers. Journal of Organizational Psychology and Educational Management, 4(2), 35. doi:10.69610/j.jopem.20221212

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