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Journals / Kuramsal Eğitimbilim Dergisi / 2026 / Cilt: 19 Sayı: 4

The Protective Role of Teachers’ Psychological Resilience Against Burnout: A Systematic Review

Öğretmen Psikolojik Sağlamlığının Tükenmişliğe Karşı Koruyucu Rolü: Bir Sistematik Derleme

Musa Eroğlu(MERSİN ÜNİVERSİTESİ)0000-0001-7588-6385
Pages
833–852
Publication Date
2026-10-29
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

The findings indicate that teachers’ psychological resilience is negatively associated with the emotional exhaustion and depersonalization dimensions of burnout, while it is positively related to favorable outcomes such as professional efficacy, well-being, and work engagement.

📌 3 Key Takeaways

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Objective & Hypothesis:The aim of this systematic review is to comprehensively evaluate recent research examining the relationships between teachers’ psychological resilience, burnout, and related variables from a holistic perspective.
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Key Findings & Data:In this context, empirical and review studies published between 2020 and 2025 and conducted with teacher samples were analyzed using a systematic review methodology.
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Conclusion & Impact:The findings indicate that teachers’ psychological resilience is negatively associated with the emotional exhaustion and depersonalization dimensions of burnout, while it is positively related to favorable outcomes such as professional efficacy, well-being, and work engagement.
🔬Design:Review & Systematic Survey
📍Scope:2020 Verileri
⚙️Variables:Öğretmen Refahı · Psikolojik Dayanıklılık · Tükenmişlik

Abstract

The aim of this systematic review is to comprehensively evaluate recent research examining the relationships between teachers’ psychological resilience, burnout, and related variables from a holistic perspective. In this context, empirical and review studies published between 2020 and 2025 and conducted with teacher samples were analyzed using a systematic review methodology. The literature search was carried out in the Social Sciences Citation Index (SSCI), Emerging Sources Citation Index (ESCI), and Scopus databases, and studies were selected based on predetermined inclusion and exclusion criteria. As a result of this process, 23 empirical studies and 4 review studies were included in the systematic review. The findings indicate that teachers’ psychological resilience is negatively associated with the emotional exhaustion and depersonalization dimensions of burnout, while it is positively related to favorable outcomes such as professional efficacy, well-being, and work engagement. Teachers with higher levels of psychological resilience appear to be more resistant to occupational demands and experience lower levels of burnout symptoms. While some of the reviewed studies identified psychological resilience as a direct predictor of burnout, others revealed indirect effects through variables such as job stress, teacher self-efficacy, motivation, and organizational conditions. The findings of the review studies further support these results and emphasize the importance of conceptualizing teachers’ psychological resilience within a framework of individual and organizational resources. In conclusion, this systematic review demonstrates that teachers’ psychological resilience functions as a significant protective factor against burnout. The findings suggest that interventions aimed at strengthening teachers’ psychological resilience at both individual and organizational levels may play a critical role in promoting sustainable teacher well-being.

Özet

Bu sistematik derlemenin amacı, öğretmenlerin psikolojik sağlamlığı ile tükenmişlik ve ilişkili değişkenler arasındaki ilişkileri inceleyen güncel araştırmaları bütüncül bir bakış açısıyla değerlendirmektir. Bu doğrultuda, 2020–2025 yılları arasında yayımlanan ve öğretmen örneklemiyle yürütülen ampirik ve derleme çalışmalar sistematik derleme yöntemiyle incelenmiştir. Literatür taraması Social Sciences Citation Index (SSCI), Emerging Sources Citation Index (ESCI) ve Scopus veri tabanlarında gerçekleştirilmiş; çalışmalar önceden belirlenen dahil etme ve dışlama ölçütleri doğrultusunda seçilmiştir. Bu süreç sonucunda 23 ampirik çalışma ve 4 derleme çalışması sistematik derlemeye dahil edilmiştir. Bulgular, öğretmen psikolojik sağlamlığının tükenmişliğin duygusal tükenme ve duyarsızlaşma boyutlarıyla negatif; mesleki yeterlik, iyi oluş ve işe adanmışlık gibi olumlu çıktılarla ise pozitif ilişkili olduğunu göstermektedir. Psikolojik sağlamlığı yüksek olan öğretmenlerin mesleki talepler karşısında daha dirençli oldukları ve tükenmişlik belirtilerini daha düşük düzeyde deneyimledikleri görülmektedir. İncelenen bazı çalışmalarda psikolojik sağlamlık tükenmişliğin doğrudan bir yordayıcısı olarak ele alınırken, bazı çalışmalarda iş stresi, öğretmen öz-yeterliği, motivasyon ve örgütsel koşullar gibi değişkenler aracılığıyla dolaylı etkiler ortaya konulmuştur. Derleme çalışmalarının bulguları da bu sonuçları desteklemekte ve öğretmen psikolojik sağlamlığının bireysel ve örgütsel kaynaklar çerçevesinde ele alınması gerektiğini vurgulamaktadır. Sonuç olarak, bu sistematik derleme öğretmen psikolojik sağlamlığının tükenmişliğe karşı önemli bir koruyucu faktör olduğunu ortaya koymaktadır. Elde edilen bulgular, öğretmenlerin psikolojik sağlamlığını güçlendirmeye yönelik bireysel ve örgütsel düzeyde geliştirilecek müdahalelerin, öğretmen refahının sürdürülebilirliği açısından kritik bir rol oynayabileceğine işaret etmektedir.

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Cite This Article

Eroğlu, M. (2026). The Protective Role of Teachers’ Psychological Resilience Against Burnout: A Systematic Review. Kuramsal Eğitimbilim Dergisi, Cilt: 19 Sayı: 4, 833–852. https://doi.org/10.30831/akukeg.1886221

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