| Abstrakt: |
The primary objective of this study was to examine the association between perceived stress, burnout, and emotional regulation among private school teachers residing in Karachi. The study hypothesizes that: (i) There will be a relationship between perceived stress, burnout, and emotional regulation (ii) Perceived stress will have an impact on burnout among teachers. The participants in this research were 255 teachers from private schools in Karachi, Pakistan. In this study following measures were used: (i) Copenhagen Burnout Inventory (CBI; Kristensen et al., 2005), (ii) Perceived Stress Scale (Cohen et al., 1994), and (iii) Emotional Regulation Questionnaire (ERQ by Gross and John; 2003). The findings of the first hypothesis suggested a strong positive correlation between perceived stress and burnout (r=.429; n=255; sig=.000) however, a weak correlation was found between perceived stress and emotional regulation (r= .069; n=255; sig=.069). The findings of the second hypothesis suggested perceived stress impacts burnout significantly according to the regression model. (p =.000). The outcomes of this study can contribute to the development of policies within schools aimed at reducing stress levels in this demanding profession. Training programs can be provided to teachers to help them regulate their stress and burnout levels, while mandatory counseling sessions can be arranged by schools to prevent emotional build-up in light of this research. [ABSTRACT FROM AUTHOR] |
