The Impact of Emotion Regulation on Teacher Burnout
Shorena Meskhidze
Batumi Shota Rustaveli State University
Batumi, Georgia
https://orcid.org/0000-0001-9801-5347
ABSTRACT
The psychological health of a school teacher is one of the most important prerequisites for achieving the national goals of general education. Professional burnout is a reaction to chronic stress at work, which develops gradually and can eventually become chronic, leading to a weakening of the stability of mental functions, partial loss of working capacity, deterioration of health and even mental disorders. Numerous studies conducted in different countries of the world have shown that the prevalence of emotional exhaustion is highest among school teachers.
Based on the analysis of the scientific literature devoted to the burnout syndrome, a research variable was identified – a specific internal factor characteristic of the teacher’s activity, such as: negative emotion regulation strategies. The empirical study was conducted with a cross-sector design, on a representative sample. The selection was completed using the principle of two-stage stratified random sampling. The measurement error does not exceed 2%. A total of 500 teachers from public schools in the Adjara region were surveyed. Burnout was measured using the Maslach Burnout Questionnaire; emotion regulation – using the Cognitive Regulation of Emotions Questionnaire (CERQ). Adapted Georgian versions of these questionnaires were used. The research data were processed using the SPSS-27 program.
Based on the results of the study, regression analysis confirmed the significant effect of emotion regulation on professional burnout: maladaptive emotion regulation strategies are a contributing factor, while adaptive strategies are protective
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