Effective emotion regulation and positive psychological capital as coping strategies to alleviate teacher burnout: a narrative review

作者：Shicun Qiu, Jiacun Qiu, Jinwen Xu, Lin Wang · 发表于：Frontiers in Psychology · 年份：2025 · DOI：10.3389/fpsyg.2025.1639037 · 被引用次数：5 · 研究领域：Healthcare professionals’ stress and burnout、Stress and Burnout Research、COVID-19 and Mental Health

In contemporary society, teacher burnout (TB) continues to be a prevalent issue within educational contexts, negatively impacting teacher job satisfaction and student outcomes. This study investigates the efficacy of positive coping strategies, including effective emotion regulation (EER) and positive psychological capital (PPC), in mitigating TB. Based on conceptual analysis and an extensive narrative review of current literature, the research explores the relationships between these coping strategies and TB. This narrative review highlights that the combined utilization of EER and PPC may present a more robust and holistic strategy for reducing TB than any of these elements can individually achieve. An integrative approach that simultaneously addresses these dimensions will harness their synergistic effects, fostering a more resilient, competent, and emotionally balanced teaching workforce. This review contributes to the broader understanding of TB by emphasizing the need for interventions and professional development programs that enhance EER and PPC among teachers. Implementing such coping strategies can significantly improve teacher job satisfaction and, subsequently, the educational environment. The review calls for further research to develop targeted interventions addressing TB, ultimately fostering a more supportive and effective teaching profession.