Stress, Coping, and Burnout: A Psychological Perspective on Teachers in Low-Resource Institutions

Abstract

This study explores the psychological dimensions of stress, coping, and burnout among teachers working in low-resource educational institutions, a critical issue that not only undermines teachers’ mental health and emotional well-being but also adversely influences student outcomes. Educators in such contexts are confronted with a variety of challenges, including inadequate infrastructure, large class sizes, limited professional support, and the broader socio-economic difficulties faced by their students. These stressors collectively heighten vulnerability to burnout, characterized by emotional exhaustion, depersonalization, and reduced personal accomplishment. Drawing upon recent empirical and theoretical literature, this article analyzes the antecedents of stress in under-resourced schools, tracing how prolonged exposure to adverse working conditions contributes to the manifestation of burnout. It also examines the coping strategies that teachers employ, ranging from adaptive approaches such as problem-solving, peer support, and resilience-building, to maladaptive responses including withdrawal and disengagement. A nuanced understanding of these coping patterns is essential for designing targeted interventions. The paper further emphasizes the importance of psychological interventions and systemic changes to enhance teacher well-being. Recommended strategies include professional development workshops on stress management, access to mental health services, peer mentoring programs, and the integration of mindfulness and resilience training. At a structural level, policies that reduce teacher workload, improve classroom resources, and provide continuous support systems are necessary to address the root causes of stress. Ultimately, this study highlights the interconnectedness of teacher well-being and student success, arguing that healthier teachers are better positioned to create supportive and effective learning environments. By addressing both individual and systemic factors, the research underscores the need for comprehensive strategies that safeguard educators’ mental health while improving educational outcomes in marginalized settings.

Introduction

• Teachers in low-resource institutions face unique, high-stress conditions due to:

  • Limited funding and outdated materials

  • Large class sizes and challenging student demographics

  • Lack of administrative support and professional development

• These conditions lead to chronic stress and burnout, characterized by:

  • Emotional exhaustion

  • Depersonalization (cynicism)

  • Reduced personal accomplishment

• Burnout impacts:

  • Teacher well-being

  • Classroom effectiveness

  • Student achievement

  • Teacher retention

II. Psychological Framework of Burnout

• Stress is defined as a mismatch between demands and coping capacity (Lazarus & Folkman).

• Burnout is a psychological outcome of prolonged stress, especially prominent in under-resourced schools.

• Three core components of burnout (Maslach et al.):

  1. Emotional exhaustion – fatigue and detachment

  2. Depersonalization – cynical attitude toward students and colleagues

  3. Reduced accomplishment – feelings of inefficacy and low job satisfaction

III. Stressors Unique to Low-Resource Schools

• Scarcity of resources leads to overwork and emotional fatigue.

• Overwhelming workloads due to large class sizes and administrative duties.

• Difficult student backgrounds increase behavioral and emotional demands.

• Lack of institutional support exacerbates isolation and decreases job satisfaction.

IV. Coping Mechanisms

? Adaptive Strategies:

• Problem-focused coping: collaborative planning, setting boundaries

• Emotion-focused coping: mindfulness, journaling, exercise

• Collective coping: peer support, professional learning communities

? Maladaptive Strategies:

• Avoidance: disengagement, procrastination

• Depersonalization: emotional distancing, cynicism

• Self-blame and withdrawal: internalizing stress, social isolation

V. Interventions & Solutions

???? A. Individual-Level:

• Mindfulness practices (e.g., yoga, meditation) for stress regulation

• Cognitive Behavioral Therapy (CBT) to challenge negative thought patterns

• Psychoeducation to recognize burnout signs and access mental health resources

???? B. Institutional-Level:

• Supportive school culture: open communication, teacher recognition

• Workload adjustments: smaller class sizes, teaching assistants, digital tools

• Mentorship & professional development: boost confidence and reduce isolation

• Wellness programs: prioritize mental health and work-life balance

? Key Takeaway

Burnout in low-resource schools is both a personal and systemic issue. Lasting solutions require a dual approach:

• Empowering teachers with coping tools and resilience training

• Reforming school environments to reduce systemic stressors

Conclusion

Teacher well-being in low-resource institutions represents more than an individual concern; it is a systemic challenge with significant implications for the overall quality of education. Stress and burnout among educators emerge when high professional demands consistently outweigh the resources and support available to meet them. This imbalance manifests in emotional exhaustion, reduced professional efficacy, and disengagement, which not only undermine the teacher’s personal health but also affect classroom performance, student achievement, and long-term teacher retention. While individual coping strategies such as mindfulness, cognitive reframing, and social support can strengthen resilience, these measures alone cannot counteract the deeply rooted structural challenges in under-resourced schools. Teachers may temporarily manage their stress, but without systemic change, the cycle of burnout is likely to persist. Therefore, a comprehensive and integrated approach is necessary—one that simultaneously equips educators with psychological tools for personal well-being and addresses the institutional conditions that generate chronic stress. At the systemic level, reforms must prioritize supportive school climates, adequate teaching resources, and policies that reduce excessive workloads. Institutional efforts to promote teacher well-being—such as mentorship programs, professional development opportunities, and accessible mental health services—create sustainable environments where educators feel valued and empowered. When paired with evidence-based psychological interventions, these measures can significantly reduce stress and improve resilience. Ultimately, supporting teacher well-being is an investment in educational quality and equity. Teachers who are mentally healthy and professionally supported are more engaged, effective, and committed, which directly benefits student learning outcomes. By recognizing stress and burnout as both psychological and systemic issues, educational stakeholders can foster resilient institutions that empower teachers and strengthen the foundations of education for all learners.

References

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Copyright

Copyright © 2025 Mrs. J. Saranya, Mrs. S. Poornima, Ms. M. Sharmila, Ms. K. Deepika, Mr. S. Sudhakar. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.