REVIEW article
Front. Psychol.
Sec. Educational Psychology
Volume 16 - 2025 | doi: 10.3389/fpsyg.2025.1639037
Effective Emotion Regulation and Positive Psychological Capital as Coping Strategies to Alleviate Teacher Burnout: A Narrative Review
Provisionally accepted
- 1Sichuan University of Arts and Science, DaZhou, China
- 2Guangdong Business and Technology University, Zhaoqing, China
- 3Chiang Rai Rajabhat University, Mueang Chiang Rai, Thailand
- 4Southwest Medical University, Luzhou, China
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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.
Keywords: Teacher Burnout, coping strategies, effective emotion regulation, Positive psychological capital, Narrative review
Received: 01 Jun 2025; Accepted: 26 Aug 2025.
Copyright: © 2025 Qiu, Qiu, Xu and Wang. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). 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.
* Correspondence:
Jiacun Qiu, Guangdong Business and Technology University, Zhaoqing, China
Lin Wang, Southwest Medical University, Luzhou, China
Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.