Shenakht Journal of Psychology & Psychiatry

Introduction: Burnout and difficulty in maladaptive emotional regulation endanger the health and well-being of teachers and are also a major obstacle to the growth and progress of education and, consequently, students.
Aim: The present study was conducted to investigate the effectiveness of emotion regulation training on reducing teachers' burnout.
Method: This study was an applied type and had a pre-test-post-test experimental design with a control group. The statistical population was all elementary school teachers in Sanandaj, which was equal to 1028 people. To investigate the status of burnout, a sample of 253 people was randomly selected according to the Krejci and Morgan table. Then, 34 people who had higher burnout scores were selected using purposive sampling and were randomly and equally placed in two control and experimental groups. Maslach's burnout questionnaire (1981) was used to collect data. Descriptive statistics and analysis of covariance were used to analyze the data using SPSS21 software.
Results: The results showed that by controlling the effect of the pre-test as a covariate, the mean scores of the participants in the post-test had a significant difference (P˂0.05), which indicates the effect of emotion regulation training on emotion regulation.
Conclusion: According to the results, emotion regulation training is effective in reducing burnout, and considering the results obtained, it can be stated that the strategic difficulty of cognitive emotion regulation can be a factor in the growth of teachers' burnout, which can be minimized by training emotion regulation strategies to enhance positive emotions and reduce negative emotions, and prevent teachers' burnout.