To ensure a comprehensive and unbiased retrieval of relevant literature, an extensive search of electronic databases including PsycINFO, PubMed, Scopus, and Web of Science was conducted in March 2025. The search strategy was built around core concepts: teacher burnout, coping strategy, emotion regulation, and psychological capital. The following search string, utilizing Boolean operators, was adapted for each database: (“burnout” OR “teacher burnout” OR “teacher turnover” OR “teacher stress”) AND (“coping strateg^*” OR “emotion regulation” OR “psychological capital”). The inclusion criteria were limited to relevant journal articles and books, published in English between January 1974 and March 2025. We selected this date range to capture the seminal work of Freudenberger (1974) and all subsequent literature up to the time of our search. All study designs (e.g., theoretical, qualitative, quantitative, review articles) were considered eligible.

The initial database searches yielded a total of 2,347 records. After removing 658 duplicates, the titles and abstracts of 1,689 articles were screened against the inclusion and exclusion criteria. Exclusion criteria were: (a) studies not measuring or discussing burnout as a primary outcome, and (b) studies not available in full text. This screening process resulted in 213 articles for full-text assessment.

Then, two members of the research team independently evaluated these full-text articles for eligibility. Any disagreements were resolved through discussion until consensus was reached. The primary reasons for exclusion at this stage were a lack of focus on the positive psychological constructs of interest (EER and PPC) or a primary focus on student outcomes rather than teacher burnout. This process yielded a core set of 111 articles that directly informed the review.

Furthermore, to ensure a broad, inclusive perspective and to capture seminal works and diverse cultural contexts (e.g., the specific challenges faced by Chinese teachers, as discussed in Section 3.3), a secondary strategy of citation chasing (reviewing reference lists of key articles) and expert consultation was employed. This supplementary approach added 22 crucial publications, resulting in a final corpus of 133 publications that form the narrative synthesis of this review.

As a narrative review, the goal was not to perform a meta-analysis but to provide a critical, thematic synthesis of the literature. The selected studies were analyzed to identify key themes, consensus findings, theoretical developments, and gaps in the literature, particularly regarding the interplay between EER, PPC, and TB. The structure of the review (conceptualization of TB, causes, effects, and coping strategies) emerged from this analytical process.

As a very elusive concept, burnout is a syndrome that initially emerged in scholarly articles through descriptive and qualitative observations conducted by pioneering researchers in human services and healthcare during the mid-1970s (Chang, 2009). The psychological term burnout was first introduced by Freudenberger (1974) to describe definitive symptoms of emotional depletion as well as a decline in motivation and commitment. Subsequently, Maslach (1976) identified burnout as a pervasive phenomenon within caregiving and service professions, in which the fundamental interpersonal context for burnout involves the emotional, motivational, and value-based interactions between providers and recipients. Later, Maslach and Jackson (1981) conceptualized burnout as a syndrome characterized by high emotional exhaustion (EE) and depersonalization (DE), and reduced personal accomplishment (RPA). Furthermore, Pines and Aronson (1988) established a connection between burnout and emotional, mental, and physical exhaustion, which often results directly from prolonged exposure to emotionally demanding situations. In fact, burnout occurs more in interpersonally oriented occupations such as the teaching profession (Maslach and Leiter, 1999). To sum up, defined as a dysfunctional response to chronic emotional and interpersonal stressors at work, burnout is a psychological syndrome that causes a person to be under work-related stress and frustration for a long time (Wang and Guan, 2020; Derakhshan et al., 2022).

Although there is no standard definition, a clear consensus has been reached regarding the three core dimensions (EE, DE, and RPA) of the burnout experience. This consensus, along with subsequent research on the issue, has driven the multidimensional development of burnout theory (Maslach, 1998). To a great extent, the only measure encompassing these three core dimensions is the Maslach Burnout Inventory (MBI) which was developed by Maslach and Jackson (1981), and then the MBI-Human Services Survey (MBI-HSS) was designed for use by professionals in human services and healthcare. Subsequently, another version was developed for educators, known as the MBI-Educators Survey (MBI-ES). The labels for the three dimensions in both the HSS and ES forms reflect the focus on occupations where individuals extensively interact with others, such as clients, patients, and students (Maslach et al., 2001).

Generally speaking, EE is the hallmark of burnout and represents the most evident symptom of this multifaceted syndrome. Some scholars have even posited that the remaining two components are peripheral or superfluous, given EE's strong association with burnout (Shirom, 1989). Nevertheless, while EE is an essential criterion for burnout, it alone is insufficient, as it does not encapsulate the crucial aspects of individuals' relationships with their work environment (Maslach et al., 2001). In the realm of human services, the emotional demands of a job can and often do deplete a service provider's ability to engage with and respond to the needs of service recipients. DE involves a deliberate effort to distance oneself from service recipients by consciously ignoring the qualities that make them unique and engaging. This distancing serves as an immediate response to exhaustion, which explains the strong correlation between EE and DE in burnout studies (Maslach et al., 2001). Moreover, the association between RPA (or inefficacy) and the other two facets of burnout is notably intricate. In certain scenarios, it is indisputably attributable to depersonalization or a synthesis of both (Lee and Ashforth, 1996). A work environment characterized by persistent, overwhelming demands that contribute to EE or DE will undeniably undermine an individual's sense of efficacy. As a matter of fact, EE or DE directly hampers effectiveness. It is apparent that the lack of efficacy seems to arise more clearly from a lack of relevant resources, whereas EE and DE result from excessive workloads and social conflicts (Maslach et al., 2001). In a word, within the educational sector, DE emerges when teachers develop harmful and negative perceptions toward others. EE and RPA manifest when a teacher's productivity and professional competence significantly deteriorate (Maslach and Leiter, 2016).

Undoubtedly, TB is a widespread concern within the field of education. Intricately characterized by EE, DE, and RPA (Maslach et al., 2001; Chang, 2009), TB stems from persistent workplace stressors inherent in teaching, such as significant workloads, emotional demands, and challenging student behaviors (Maslach and Leiter, 2016; Li, 2023). Early scholars examined TB through the perspective of teacher stress (Smylie, 1999). In the early 1980s, researchers in the domain of teacher education conclusively identified the fundamental factors contributing to teacher stress and burnout based on demographic data, including sex, age, marital status, years of teaching experience, and educational level. By the late 1980s, studies began to explore work-related elements, such as teacher-student ratios, types of exceptional children taught, and overall workload. Throughout the 1990s, researchers utilized theoretical frameworks to investigate the interaction between TB and the work environment (Chang, 2009). In recent years, this interaction still attracts academic attention. For instance, empirical research by Gallego (2024) demonstrated that mathematics teachers exhibit significantly lower TB levels, particularly in EE and DE dimensions, when working within positive and supportive institutional environments.

The origins of TB, traceable to the late 1970s through the work of Maslach and her colleagues, unequivocally underscore the profession's unique demands (Maslach, 1976; Maslach et al., 2001). Nevertheless, a thorough analysis of these origins unveils the evolving educational landscape. Elements such as technological advancements, shifting societal expectations, and diverse student demographics are shaping contemporary challenges for teachers. Maslach's research on burnout has persisted as the predominant framework for examining burnout in recent decades, primarily because she formulated the key psychological constructs that have defined the conceptualization of burnout. Researchers have widely adopted the MBI scale, developed by Maslach and Jackson (1981), which assesses burnout across three dimensions (EE, DE, and RPA). In the teaching field, EE distinctly captures persistent feelings of emotional exhaustion and fatigue, underscoring the relentless struggle to meet the emotional demands of teaching. DE manifests as a disengaged attitude toward students and colleagues, inevitably resulting in a failure to recognize the unique needs and emotions of students. RPA represents a diminished sense of efficacy and accomplishment in the teaching role, which threatens professional self-esteem (Madigan et al., 2023).

TB represents a prolonged exposure to emotional and interpersonal stressors in the workplace, often coupled with inadequate recovery, leading previously dedicated teachers to disengage from their roles (Steinhardt et al., 2011). The literature consistently demonstrates that TB is associated with various psychosocial stressors, such as excessive workload (de Beer et al., 2015), interpersonal conflicts, and a deficiency in social support (Mede, 2009). This indicates that TB is a consequence of a toxic work environment and insufficient personal resources. To be specific, EE is directly related to heightened stress, anxiety, and depressive symptoms, whereas DE significantly impairs essential teacher-student relationships. RPA adversely affects job satisfaction and heightens turnover intentions, collectively undermining psychological resources (Pyhältö et al., 2021).

While the extant literature furnishes significant insights into the dimensions, origins, and repercussions of TB (Shen et al., 2015), an in-depth analysis underscores the necessity for a more nuanced comprehension and targeted interventions tailored to Chinese teachers. Elements such as cultural influences, linguistic barriers, and the unique challenges encountered by Chinese teachers remain insufficiently explored (Cheng et al., 2023). Moreover, it is essential to recognize that the issues confronted by Chinese teachers extend beyond the conventional stressors discussed in the existing literature. Cultural nuances, language barriers, and the distinct dynamics of language teaching undeniably add layers of complexity to these teachers' experiences. The present corpus of research does not adequately account for these distinctive factors, thereby limiting the applicability of current interventions and understanding of TB in this specific context (Liu and Du, 2024). It is crucial to investigate the interplay between positive coping strategies (such as EER and PPC) and TB within the Chinese educational context. This exploration will not only enrich the literature on TB but also offer tailored insights to inform interventions addressing the concern of TB.

It is a well-established fact that everyone encounters some degree of stress in their lives, particularly those in high-pressure professions (Skaalvik and Skaalvik, 2011). Accumulated stress over time ultimately leads to job burnout (Larrivee, 2012). Anxiety and frustration directly affect employee performance and their capacity to engage with colleagues (Sterrett et al., 2011). Specifically, teachers who are both emotionally and physically worn out often describe themselves as exhausted or drained when asked about their feelings (Goldhaber and Cowan, 2014; Ingersoll, 2012).

Teaching is a profession that is exceptionally vulnerable to burnout, especially in the form of EE (Akça and Yaman, 2010). Teachers are more prone to experiencing burnout compared to other white-collar professionals (Schaufeli and Enzmann, 1998). Various studies have effectively identified the sources of burnout, including interpersonal relationships (Jackson and Schuler, 1983), role conflict and ambiguity (Schwab and Iwanicki, 1982), and personal characteristics (Pretty et al., 1992). Researchers have pinpointed several factors contributing to job burnout, such as feelings of isolation, insufficient support from colleagues, overwhelming workload, lack of autonomy, disrespect from administrators, limited leadership opportunities, classroom management and discipline issues, and the emphasis on high-stakes testing and high achievement goals (Leiter and Maslach, 2005).

The role of gender in TB remains an understudied area in the literature, with scholars noting a significant research gap (Corrente et al., 2022). Existing findings present conflicting results: while some studies report no gender differences in TB levels (Kreuzfeld and Seibt, 2022), others document significant disparities. Some research suggests that male teachers exhibit higher TB levels than their female counterparts in countries like Turkey and Iran (Sak, 2018; Atashpanjeh et al., 2020), whereas other studies indicate that female teachers in countries such as Spain, Sweden, China, Ghana and Pakistan are more susceptible to TB (Sánchez-Pujalte et al., 2021; Stengård et al., 2022; Chen et al., 2023). Furthermore, female teachers report elevated trait anxiety, which may exacerbate TB (Levante et al., 2023). Although male and female teachers face comparable institutional stressors, societal expectations—particularly the dual burden of professional and traditional caregiving roles—may disproportionately influence TB trajectories among female teachers (Alghamdi and Sideridis, 2025).

TB itself is not a novel phenomenon; what is new is the increasing probability teachers experience burnout. On one hand, this condition is frequently associated with negative and cynical attitudes toward colleagues and work as a whole (Larrivee, 2012). On the other hand, insufficient resources and lack of administrative support undeniably exacerbate stress among educators. A number of teachers perceive themselves as unsupported and unfairly overloaded by impractical expectations (Lieberman and Friedrich, 2010).

From a pedagogical perspective, one of the most persistent challenges teachers encounter involves the ineffective management of demanding classroom situations. To a great extent, student misbehavior is undeniably one particular working condition significantly linked to TB. Teachers need to be adept at handling disciplinary issues to maintain an organized classroom environment and foster the learning and achievement of at-risk students. Those teachers who confront disruptive students often find themselves unable to teach effectively, which heightens their frustration (Aloe et al., 2014). RPA is associated with a lack of confidence and teaching efficacy, impeding their capacity to support students throughout the educational process (Maslach et al., 2001). Thus, teacher empowerment and self-efficacy have a direct effect on job satisfaction. Those teachers who feel empowered to exert control in their classrooms are more inclined to significantly influence student success (Sterrett et al., 2011). Similarly, insufficient collaboration with colleagues can also contribute to TB. When teachers perceive their professional relationships as dysfunctional, they tend to feel isolated, which elevates stress levels and ultimately leads to TB (Levine and Marcus, 2010; Skaalvik and Skaalvik, 2011). Moreover, personality traits also contribute to teacher isolation. According to Akkerman and Meijer (2011), individuals who are insecure, anxious, and ambivalent are more prone to burnout as they often isolate themselves and avoid interacting with their colleagues. Nayernia (2021) further indicated that teachers' language proficiency is negatively correlated with EE and DE.

Anyway, both personal and environmental determinants are fundamental causes of TB. Burnout, self-efficacy, job satisfaction, and contextual influences are all linked to the time pressures experienced by teachers and their relationships with parents. These elements are all significant predictors of EE and DE (Skaalvik and Skaalvik, 2010). Skaalvik and Skaalvik (2009) also definitively showed that all the subscales of burnout and teacher autonomy and support are negatively correlated. Teachers who do not feel burnout are more inclined to feel independent and more supportive of their students. Another study demonstrated that institutional supervision is a key factor in teachers' burnout, which showed that teachers who are monitored and supervised by institute authorities are more likely to feel burned out (Ghanizadeh and Ghonsooly, 2014). Conversely, there is a negative and significant correlation between EER and TB. Lauerman and König (2016) also asserted that the association between self-efficacy, pedagogical knowledge, and burnout is negative.

Taking Chinese university teachers as an example, they frequently encounter the difficulty of reconciling the competing obligations of teaching and research. If not managed properly, this can result in TB. Excessive demands in teaching or research can exhaust their emotional resources, compelling them to exert additional effort to balance these expectations. Furthermore, they often face unique job demands that can lead to TB due to limited resources, conflicting personality requirements, and reward systems (Xu, 2017).

It is an incontrovertible reality that TB significantly detracts from both teacher job satisfaction and the educational milieu (Schaufeli and Bakker, 2004; Zhang et al., 2023). In the educational domain, EE contributes significantly to increased stress levels, anxiety, and manifestations of depression, while DE substantially disrupts fundamental pedagogical interactions between teachers and students. RPA negatively impacts teachers' professional fulfillment and amplifies their propensity to exit the teaching occupation, consequently compromising their overall psychological resources (Pyhältö et al., 2021).

TB is primarily a detrimental issue that adversely affects education quality as well as student performance. The manifestation of TB among teachers is significantly associated with increased incidences of emotional outbursts and diminished patience in classroom interactions, thereby adversely affecting student learning outcomes (Jacobson, 2016). With the intensification of TB symptoms, students experience academic and emotional distress due to their teachers' inefficacy and inconsistency (Shen et al., 2015; Jacobson, 2016). Additionally, TB can impact the job satisfaction of colleagues and the entire organization due to heightened teacher absenteeism, thereby imposing a considerable burden on an already strained workforce (Zeichner and Liston, 2013).

Research also demonstrates that occupational demands negatively impact employee health across various professions (Burgard and Lin, 2013). Similarly, this is the case for the teaching profession, as studies indicate that teachers are susceptible to many health consequences, which includes the development of mental health conditions like depression (Gray et al., 2017), as well as negative effects on their physical health such as an increased incidence of somatic symptoms and cardiovascular diseases (Scheuch et al., 2015). Worryingly, there is also evidence that teacher health is worsening, and those global public health emergencies like the COVID-19 pandemic has only exacerbated teachers' worsening health even further (Kim et al., 2022).

Teachers of different subjects may face varying levels of TB. McLean and Corbin's (2025) comparative study of American teachers across mathematics, English language arts, and science disciplines revealed distinct disciplinary variations in TB manifestations. Science teachers reporting higher DE and EE scores were associated with delivering shorter lessons overall, suggesting science education may represent a particularly burnout-sensitive pedagogical context. This phenomenon may stem from systemic resource deficiencies, wherein science teachers experiencing TB lacked critical support structures (including supportive colleagues, curricular materials, and prior training experiences) essential for maintaining both instructional duration and effective implementation of teacher-intensive grouping methodologies. As a whole, however, teachers exhibiting higher levels of TB tend to allocate less instructional time to whole-class and small-group formats while favoring independent instruction. This implies that TB influences pedagogical decision-making in a consistent manner across content areas, with TB levels shaping instructional choices.

Research distinguishes between EER strategies (e.g., cognitive reappraisal, acceptance) and emotion regulation (ER) difficulties (e.g., avoidance, expressive suppression). Experimental studies (Goldin et al., 2008; Aldao et al., 2010; Iuga and David, 2024) indicate that ER difficulties exacerbate psychological symptoms, whereas EER strategies reduce negative affect and burnout. A meta-analysis by Iuga and David (2024) further confirmed that EER negatively correlates with burnout, while ER difficulties positively associate with burnout. Thus, EER serves as a protective factor, whereas maladaptive regulation heightens vulnerability to burnout. Empirical evidence demonstrates a significant positive relationship between cognitive reappraisal and teaching satisfaction, along with an inverse association with EE (Tsouloupas et al., 2010). Supporting these findings, Chang and Taxer's (2020) investigation of trait-level ER revealed that teachers exhibiting higher reappraisal tendencies and lower levels of suppression reported minimal anger and EE symptoms.

Recently, numerous scholarly investigations have underscored the significance of EER (Ma and Liu, 2024; Sadoughi et al., 2024; Yang and Du, 2024). Specifically, Sadoughi et al. (2024) demonstrated the predictive role of EER in alleviating TB. To them, EER can mitigate TB as it involves reconstructing the interpretation of stressful situations to alter their negative emotions, whereas suppressing emotional regulation strategy may exacerbate TB due to its association with heightened psychological strain. In this way, it is imperative for teachers to regulate their emotions using effective coping strategies (Chang, 2009). In fact, those teachers who are adept at EER exhibit greater resilience against TB (Clipa and Boghean, 2015), and language teachers proficient in EER can navigate challenges and adversities more efficiently (Li, 2023). Consequently, those teachers capable of managing their emotions are less prone to experiencing EE, DE and RPA (Maslach and Leiter, 2016). Therefore, EER should exert influence over how teachers express emotions, manage stress, and interact with others, particularly within the context of TB (Lopes et al., 2004). Teachers who practice EER can anticipate benefits in multiple domains, including improved teaching quality, protection against burnout, and enhanced learning experiences for students (Chang, 2009). In a word, EER is vital for bolstering teachers' problem-solving capabilities and providing them with the cognitive and social resources necessary to mitigate TB (Ma and Liu, 2024). EER is theoretically conceptualized as the physiological, behavioral, and cognitive processes that enable individuals to modulate the experience and expression of both positive and negative emotions, which encompasses a diverse range of processes through which emotions are regulated (Gross and John, 2003). From a constructivist perspective, EER is viewed as an individual's capacity to control and respond aptly to emotional experiences (Bielak and Mystkowska-Wiertelak, 2022). Indeed, in the realm of teaching, EER holds undeniable significance in various aspects. By effectively regulating their emotions, teachers can achieve their objectives, including educational, cultural, pedagogical, and managerial goals (Chang, 2020).

In 2002, Gross introduced a framework for EER encompassing two methods: reappraisal and suppression. Reappraisal is a strategy that enables individuals to alter their perception of a situation to reduce its emotional impact. Conversely, suppression exerts minimal influence on unpleasant emotions as it can deplete cognitive resources, consequently impairing memory during the process of EER. In a comprehensive examination of classroom ER patterns (including reappraisal and suppression strategies), Chang's (2020) study of 561 U.S. Midwestern teachers (comprising 3% African American, 94.5% Caucasian-American, and approximately 2% Asian or Latino teachers) established that chronic expressive suppression significantly predicts all three TB dimensions: EE, DE, and RPA. Notably, such suppression showed the strongest correlation with DE, a particularly concerning finding as this maladaptive strategy not only compromises teacher job satisfaction but also precipitates professional detachment, potentially impairing teacher-student relationships and pedagogical engagement.

However, in the context of classroom management, Tsouloupas et al. (2010) once found no mediating role of cognitive reappraisal or expressive suppression in the relationship between perceived student misbehavior and EE among 610 K−12 teachers. The researchers hypothesized that the substantial proportion of veteran teachers (45% with over 11 years' experience) in their sample might have diminished the potential mediating effects of ER strategies. This finding aligns with Chang's (2013) study, which similarly failed to demonstrate the protective effects of cognitive reappraisal against TB when teachers encountered student misbehavior. Chang's work further revealed that frequent use of avoidance or suppression strategies actually increased vulnerability to TB. Taxer and Gross (2018) provide a theoretical explanation for these context-dependent findings, proposing that the efficacy of cognitive reappraisal may vary according to teachers' specific ER goals in classroom situations.

To a great extent, teachers often neglect or suppress their emotions due to the work and power dynamics within schools posing significant threats to their objectives. This impact is apparent in the manner in which teachers manifest intense emotional distress and anger (Liljestrom et al., 2007). Therefore, it is evident that self-regulatory knowledge is crucial for teachers' EER. As Chang (2009) asserts, ER difficulties such as expressive suppression, faking, or concealing true emotions contribute to increased burnout. Hence, teachers must thoroughly understand EER and coping strategies to manage the classroom environment effectively (Chang, 2009).

Anyway, the likelihood of experiencing burnout significantly increases for teachers lacking EER, particularly in the context of EE (Chang, 2009). Hence, a comprehensive understanding of their emotions is essential for teachers to regulate them effectively. As EER plays a crucial role in the teaching profession (Sutton and Wheatley, 2003), teachers need to realistically acknowledge the presence of unpleasant emotions in teaching and discard the notion that emotions are irrational or inappropriate in the classroom setting. It is imperative for teachers to accurately identify and label their emotional experiences. They should adopt a positive attitude toward emotions in the classroom and refrain from avoiding discussions about unpleasant emotions. In this way, reflecting on their feelings and the judgments they make is essential for teachers (Chang and Davis, 2009). Additionally, to manage their emotions effectively, teachers should employ proactive strategies to adjust their teaching goals based on a deeper understanding of student behavior and emotions. It is critical for teachers to reflect on the emotions and the judgments teachers are making about the events and then utilize positive strategies to regulate those negative emotions. Teachers must recognize that avoidance is the least effective method for addressing troubled person-environment issues and socializing with colleagues and school administration can significantly reduce TB and enhance success (Yang, 2022).

For instance, TB necessitates increased consideration within Chinese EFL teacher programs, as those teachers experiencing TB often show decreased motivation, reduced interest in teaching, increased exhaustion, and develop negative perceptions of their students (Ma and Liu, 2024). Bing et al. (2022) identified EER as a significant predictor of TB among EFL teachers, demonstrating that teachers with stronger regulatory abilities experience lower EE and DE while managing professional stressors more effectively. This aligns with Fathi et al.'s (2021) assertion that EER enhances EFL teachers' capacity to handle emotional demands, thereby mitigating EE and TB.

Thus, Chinese EFL teacher training programs can focus on enhancing practical skills and strategies for developing effective competencies among EFL teachers. Within this framework, EER is a crucial tool for teachers (Ma and Liu, 2024). Those EFL teachers who adeptly manage their emotions are better equipped to handle the emotional challenges associated with TB, such as frustration, disillusionment, and potential detachment from students. This emotional resilience can serve as a protective barrier against the development and escalation of TB. Furthermore, accounting for the significance of EER among teachers increases the likelihood of effectively reducing the occurrence of TB. Those teachers suffering from TB often exhibit reduced motivation, waning interest in teaching, heightened exhaustion, and develop negative attitudes toward their students (Ma and Liu, 2024). Therefore, it is crucial that teacher education programs within the Chinese EFL context emphasize the enhancement of practical skills and strategies to cultivate effective competencies among EFL teachers. Within this framework, EER serves as an indispensable tool for EFL teachers (Ma and Liu, 2024). Those EFL teachers adept at regulating their emotions are better positioned to manage the emotional dimensions which are often associated with TB, such as frustration, disillusionment, and even detachment from their students.

Positive psychology represents an established academic discipline that systematically examines human strengths and the cultivation of psychological potential. Building upon the theoretical foundations of positive psychology and positive organizational behavior theory, Luthans and Youssef (2004) pioneered the conceptualization of “positive psychological capital,” which underscores the pivotal function of positive psychological capacities in facilitating adaptive cognition and optimal functioning. Conceptualized as a higher-order construct comprising optimism, hope, resilience, and self-efficacy (Luthans et al., 2007), PPC serves as a protective factor against professional burnout (Freire et al., 2020). Although relatively stable, PPC is not fixed. Empirical evidence demonstrates its responsiveness to targeted interventions (Wang et al., 2025), positioning it as a dynamic, developable psychological resource rather than a static trait (Luthans and Youssef, 2004).

PPC represents a favorable psychological condition indicative of an individual's developmental progress. It serves as a personal internal work resource that replenishes one's energy, thereby aiding in behavior regulation and reducing the likelihood of job burnout (Nixon et al., 2011). Teachers possessing high levels of PPC are believed to effectively manage their adverse emotions, enabling them to stay motivated and achieve success (Derakhshan et al., 2022). To maintain dedication to their profession and withstand its challenges, teachers need to operate within a psychologically supportive environment.

PPC functions as a protective barrier against burnout, comprising a collection of positive psychological resources, including self-efficacy, hope, optimism, and resilience, which enable individuals to confront challenges and adversities successfully (Gong et al., 2019). Within educational contexts, enhanced PPC equips teachers with the skills and self-assurance required to handle classroom complexities, maintain an optimistic outlook despite difficulties, foster hope among their students, and resiliently adapt to professional demands, which diminishes their vulnerability to TB (Zhang et al., 2019; Liu and Du, 2024). Higher levels of PPC endow teachers with critical resources essential for effectively navigating the intrinsic stressors of the teaching profession (Kaya and Altinkurt, 2018). PPC empowers teachers to manage job demands proficiently, thereby alleviating TB (Luthans et al., 2007). Empirical evidence consistently corroborates this assertion, demonstrating a link between PPC and reduced TB levels (Demir, 2018; Zhang et al., 2019).

Teachers with higher self-efficacy demonstrate greater competence in classroom organization, student management, and instructional monitoring, which correlates with increased job satisfaction and reduced TB (Bing et al., 2022). This aligns with the broader framework of psychological capital, wherein hope, self-efficacy, resilience, and optimism collectively represent fundamental psychological resources that facilitate goal achievement (Luthans et al., 2007). These four components share three core characteristics: an internalized sense of control, deliberate intentionality, and active goal pursuit, they also collectively enable “positive appraisal of circumstances and probability for success based on motivated effort and perseverance” (Luthans et al., 2007, p. 550). The synergistic operation of these components creates a dynamic system: optimism fosters positive outcome expectations, self-efficacy drives goal selection and commitment, hope generates alternative pathways when facing obstacles, and resilience enables recovery from setbacks (Luthans and Youssef-Morgan, 2017). This integrated system maintains motivation and perceived control throughout goal pursuit processes.

Despite their interconnectedness, each component exhibits distinct characteristics. Hope, self-efficacy, and the future-oriented aspect of optimism are predominantly proactive traits, while resilience and the explanatory style dimension of optimism represent reactive responses to encountered situations (Luthans et al., 2007). Furthermore, pathway generation is unique to hope, distinguishing it from other components. The resources also differ in their orientation: hope and self-efficacy focus primarily on internal cognitive processes, whereas optimism and resilience incorporate external attributions and social resources, respectively (Luthans and Youssef-Morgan, 2017).

Having employed Structural Equation Modeling to examine the relationships among psychological capital and teacher burnout based on a sample of 387 Chinese English as a Foreign Language (EFL) teachers in primary and secondary schools, Liu and Du (2024) revealed a significant direct negative association between PPC and TB. This discovery reinforces the theoretical premises suggesting that elevated PPC levels provide individuals with crucial psychological resources necessary for effectively navigating and managing stressors, thereby mitigating burnout (Luthans et al., 2007; Demir, 2018; Zhang et al., 2019). The persistent support for this negative correlation between PPC and TB seems to be evident, as numerous other studies have consistently demonstrated that higher PPC is strongly correlated with reduced burnout levels among teachers (Demir, 2018; Kaya and Altinkurt, 2018; Zhang et al., 2019).

The theoretical foundation of PPC is deeply rooted in the principles of positive psychology. It posits that teachers possessing elevated levels of these beneficial psychological resources are exceptionally well-prepared to address challenges, adapt to stressors, and sustain an optimistic outlook (Luthans et al., 2007; Newman et al., 2014). This collection of positive traits functions as a protective mechanism, guarding educators against the harmful effects of burnout encountered due to the inherent rigors and demands of their profession (Kaya and Altinkurt, 2018; Zhang et al., 2019; Liu and Du, 2024). Theoretical frameworks unequivocally illustrate that the protective function of PPC depends on the presence of augmented psychological resources. Those teachers with elevated resilience are inclined to establish ambitious objectives, exhibit greater perseverance when confronted with challenges, and display heightened resistance to stressors. This collective strength serves as a safeguard against TB, enabling teachers to more adeptly navigate the complexities of their profession (Skaalvik and Skaalvik, 2007).

Therefore, it is essential to incorporate professional development programs aimed at augmenting teachers' PPC. Such programs should place a strong emphasis on the mental satisfaction of the teaching workforce. They ought to provide stress management strategies and interventions designed to bolster resilience and hope. Educational policies must tackle the incidence of TB. This can be accomplished by introducing measures to manage workloads, establishing robust support systems for teachers experiencing burnout, and offering incentives to enhance PPC among teachers (Liu and Du, 2024).

At last, gender and school type factors are worth considering. The relationship between gender and TB remains inconclusive. While Li (2016) reported greater EE among female EFL teachers in China, Sun and Dapat's (2024) study of 297 Chinese EFL teachers revealed no significant gender differences in hope, optimism, or overall PPC levels, though male teachers demonstrated significantly higher self-efficacy than their female counterparts, suggesting potential gender-based variations in this specific dimension. Then, taking school type-based variations into consideration, Sun and Dapat (2024) identified that private school teachers exhibiting higher levels of EE, DE, and RPA compared to public school educators. Private school teachers also reported lower hope and resilience. However, both sectors demonstrated comparable levels of self-efficacy and optimism, contrasting with previous findings that public sector employees typically show higher self-efficacy while private sector workers display greater optimism (Dirzyte and Patapas, 2022; Ji et al., 2022).