AN EXAMINATION OF PSYCHOLOGICAL WELL BEING, BURNOUT AND PERCEIVED STRESSAMONG EDUCATORS

Abstract

The study offers a thorough summary of the literature on the relationship between educators' burnout, perceived stress, and psychological well-being. Although they have a major influence on students' educational experiences and results, educators frequently deal with a great deal of stress and difficulty in their work. Promoting educator health, retention, and effectiveness in the classroom requires an understanding of the variables affecting psychological well-being as well as the signs of stress and burnout. The subjective assessment of stressors in the educational environment, such as workload, student behavior, administrative expectations, and resource shortages, is known as perceived stress among educators. A common occurrence brought on by ongoing working stress, burnout in educators is typified by emotions of tiredness, cynicism, and diminished professional efficacy. It takes a multimodal approach to address educators' psychological health, perceived stress, and burnout at the individual, organizational, and systemic levels. Educators can reduce stress and avoid burnout by using techniques including stress management workshops, resilience training, social support networks, and organizational policies that support educator autonomy and work-life balance. In addition, cultivating an environment that values acknowledgment, gratitude, and professional growth is crucial to promoting the wellbeing of educators and improving their efficacy in the classroom. The findings showed that among school instructors, there is a positive association between felt stress and burnout as well as a substantial negative correlation between psychological well- being and perceived stress.