Secondary School Teachers’ Academic Optimism and Grit as Predictors of Burnout

Abstract

Teachers play an essential part in influencing students' growth both academically and personally, yet their effectiveness can be impacted by psychological elements such as academic optimism, grit, and burnout. Academic optimism reflects teachers’ positive beliefs that their instructional efforts, supportive relationships, and emphasis on academic success can lead to improved learning outcomes. Grit describes instructors' perseverance and persistent commitment to long-term objectives in the face of adversity. Burnout is a condition of physical, mental, and emotional exhaustion brought on by prolonged stress or workload. This quantitative study looked at how secondary school teachers perceived academic optimism, grit, and burnout. It also looked into how much academic optimism and grit predicted burnout. A cross-sectional, descriptive survey design was employed. A random sample procedure was used to identify female secondary school teachers from whom data were gathered. Data was gathered using standardized questionnaires for each dimension. Both descriptive and inferential statistical analysis were used to comprehend the data. The results provide significant new information about the psychological aspects affecting teachers' performance and well-being. The study provides evidence-based recommendations for school administrators and educational officials to create support programs that increase teacher resilience, boost academic optimism, and lessen burnout.