Elementary teachers' lived experience of burnout and coping strategies in the school context: A phenomenological study

Subject Areas : Islamic positive psychology

Saeed Zanjanchi Nikoo ¹ , Banafsheh Shirvani ² , Mirza Hisein Salarvand ³ , Maryam salarvand ⁴

1 -
2 - Master of Science in Clinical Psychology, Islamic Azad University, Marvdasht Branch, Marvdasht, Iran.
3 - Master of Education Management and Planning, Payam Noor University, Khomeini Branch, Markazi, Iran.
4 - Bachelor of Education, Payam Noor University, Dorood Branch, Lorestan, Iran.

Received: 2025-11-13 Accepted : 2025-11-15 Published : 2025-11-17

Keywords: Teachers' lived experiences, burnout, coping strategies, environmental pressure, social support.,

Abstract :

The present study aimed to explore the lived experiences of elementary school teachers and identify the factors influencing job burnout and their coping strategies in schools in city shiraz. The study population included teachers from both public and private elementary schools, and participants were selected through purposive sampling to ensure diversity in gender and teaching experience. Data were collected through semi-structured interviews with ten teachers and analyzed using an interpretative phenomenological approach. The findings revealed that environmental and organizational pressures, lack of educational resources, large class sizes, and psychological stress were among the major causes of teacher burnout. In contrast, social support from colleagues and principals, positive feedback from students, and the use of active coping strategies helped reduce burnout and maintain professional motivation. Based on the results, enhancing teachers’ psychological and educational support, improving managerial and pedagogical skills, and reducing organizational pressures can promote teachers’ mental well-being and job satisfaction.

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منابع
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