Emotional Regulation as a Remedy for Teacher Burnout in Special Schools: Evaluating School Climate, Teacher’s Work-Life Balance and Children Behavior

Abstract

This research aimed to identify whether improvement in working conditions, children’s classroom behavior and work-life balance can lower teacher burnout ratio in Pakistan’s special schools by using techniques such as emotions regulation. The researcher employed a quantitative research methodology to fulfill the research’s purpose. The data for this research was collected using a questionnaire-based instrument. The confirmatory factor analysis and structural equation modeling techniques were used to test the construct validity and underlying structural relationships. The findings demonstrated that the impacts of all three variables are significant in reducing job burnout in teachers. Emotional regulation helps decrease the impact of working conditions and the children’s behavior. Nevertheless, it does not aid work-life balance as it requires other techniques of emotional regulation. The research is significant as it highlights the importance of overall working conditions’ improvement for teachers working with special needs children. The improvements are essential because the teachers must take extra effort and emotions into their job compared to a typical teacher. The researcher has highlighted the key finding, implications and limitations of this research besides suggesting directions for future research to facilitate peer researchers.

Delving into the relationship between teacher emotion regulation, self-efficacy, engagement, and anger: A focus on English as a foreign language teachers

“…Therefore, for teachers, emotion regulation pinpoints the effective path for raising teachers' social commitment and enhancing their personal and job accomplishments. This result can be supported by the underpinning premises of the LTER model and SDT (Mulyani et al, 2021;Wang et al, 2022). That is, implementing each of the emotion regulatory strategies enhances the emotional balance of teachers' professional lives and can result in teachers' engagement.…”

Modeling the interplay between emotion regulation, self-efficacy, and L2 grit in higher education

“…According to the teacher L2 grit model ( Sudina et al, 2021 ), teacher L2 grit is assumed as the triggering element provoking perseverance of effort and consistency of interest. Regulation of emotions, which are inevitable parts of teaching improve the strategies that teachers apply ( Heydarnejad et al, 2017 ; teacher’ work life balance and their relationships with students Mulyani et al, 2021 ). Thus, it can be implied that when university teachers achieve a balance in their emotional states, they can effectively manage their attitudes and skills, which results in responsible decisions.…”

Leadership in fostering vocational school partnerships in the time of COVID-19

“…With courage, the principal is willing to be steadfast, consistent, and responsible in facing change challenges and can make wise decisions. Being courageous in taking actions during the COVID-19 pandemic is closely related to resilience and emotional regulation, which has a significant effect on work-life balance (Mulyani et al, 2021).…”

“…Trust is necessitated to create partnerships between schools, the business world, and the industry. It is the foundation for collaboration (Mulyani et al, 2021) and an important element in the success or failure of a partnership. Mutual trust will increase partnerships, information sharing, and the designing of joint programs, which can be achieved through two-way communication built based on good intentions, openness, and honesty.…”