Understanding and addressing teacher burnout: effective coping strategies

Introduction. Psychological coping strategies are a crucial factor in determining teachers’ ability to manage professional stress, maintain emotional stability, and preserve psychological well-being. Their effectiveness directly influences the prevention of burnout syndrome and the development of professional resilience. Aim. The aim of this study is to assess the correlations between dominant coping strategies and the components of professional burnout among trainee teachers. Methodology and research methods. The empirical research was conducted using psychodiagnostic instruments: the Ways of Coping Checklist (WCC) to identify stress coping strategies, and the Maslach Burnout Inventory (MBI) to assess levels of professional exhaustion. The study sample comprised 450 individuals from educational centres in the Rabat-Salé-Kénitra region of Morocco. Results. It was established that more than half of the respondents exhibited moderate to high levels of emotional exhaustion and depersonalisation, accompanied by a reduction in professional efficacy. Statistically significant relationships were identified between the level of burnout (low, moderate, and high) and the frequency of use of specific coping strategies: problem-focused coping, emotion-focused coping, and seeking social support. Scientific novelty. The scientific novelty of this study lies in examining these relationships within the specific cohort of trainee teachers in the Moroccan educational context. Practical significance. The results obtained provide an empirical foundation for the development and implementation of targeted psycho-pedagogical programmes designed to foster adaptive coping resources in teachers during their induction into the profession. Such programmes can serve as an effective tool for the early prevention of burnout syndrome within the education system.

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