Who Experiences Burnout? The Role of Teaching Experience and Emotion-Regulation Strategies

• In Event: Raising Worldwide Awareness of Well-Being in Education

Abstract

This study examined the relationship between teachers’ emotion-regulation strategies, teaching experience, and burnout. The participants were 222 public middle school teachers selected through cluster sampling from a metropolitan city in Turkey. Structural equation modeling was performed to unfold the relationship. According to the results, teaching experience was negatively related to teachers’ depersonalization but positively associated with personal accomplishment. Besides, cognitive reappraisal as an emotion-regulation strategy was a positive predictor for personal accomplishment while a negative predictor for emotional exhaustion and depersonalization. However, no significant association was inspected between expressive suppression strategy and any of the burnout dimensions. The findings might provide implications for teacher burnout sources, such as utilizing teaching experience and designing training in reappraising situations to reduce burnout.

Authors

• Basak Calik, Istanbul Medeniyet University

• Yesim Capa Aydin, Middle East Technical University