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 lowresource 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 wellbeing. 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