BURNOUT AND ACADEMIC OPTIMISM AMONG PUBLIC ELEMENTARY SCHOOL TEACHERS: THE MEDIATING ROLE OF GRIT
Abstract
This study examined the mediating effect of grit on the relationship between burnout and academic optimism among public elementary school teachers using a descriptive-correlational research design. A validated survey instrument was administered to respondents selected through stratified random sampling. Descriptive statistics, particularly the mean, were used to determine levels of burnout, grit, and academic optimism, while inferential statistics such as Pearson’s r and the Sobel test assessed relationships and mediation effects. Results showed that burnout levels were generally low, with personal accomplishment as the most dominant indicator. Academic optimism was very high, characterized by strong collective efficacy, faculty trust, and academic emphasis. Teachers also demonstrated very high levels of grit, reflecting perseverance and resilience. Correlation analysis revealed a very weak negative relationship between burnout and academic optimism, suggesting that burnout had minimal impact on teachers’ positive perceptions of student success. Furthermore, grit did not significantly mediate the relationship between burnout and academic optimism. The study contributes to the literature on teacher well-being and underscores the need for programs that cultivate resilience and grit among educators, particularly in resource-limited educational settings.
SDG Indicator: #4 (Quality Education).
Article visualizations:
Keywords
Full Text:
PDFReferences
Ahmad, R., Majeed, S., & Ullah, S. (2023). Academic optimism: A study of secondary school teachers’ perceptions. Journal of Development and Social Sciences, 4(II). https://doi.org/10.47205/jdss.2023(4-ii)02
Asgari, A., & Rahimi, S. (2014). Teachers’ academic optimism: Confirming a new construct. International Journal of Scientific Management and Development, 2(5), 105–109. Retrieved from https://www.researchgate.net/publication/262055249_Teachers'_Academic_OptimismConfirming_a_New_Construct
Ashraf, T., & Siddiqui, D. A. (2020). The impact of employee engagement on employee retention: The role of psychological capital, control at work, general well-being, and job satisfaction. SSRN Electronic Journal, 10(3).
https://doi.org/10.2139/ssrn.3683155
Ates, A., & Ünal, A. (2021). The relationship between teacher academic optimism and student academic achievement: A meta-analysis. Psycho-Educational Research Reviews, 10(2), 284–297. https://eric.ed.gov/?id=EJ1311553
Ayca, E. (2020). Teachers' stress and coping. https://www.coursehero.com/file/190973538
Bulgur, N. E., & Esen, E. (2021). The relationship between grit, hope and career optimism at work. Eurasian Academy of Sciences Eurasian Business & Economics Journal, 26, 24–35. http://dx.doi.org/10.17740/eas.econ.2021.V26-03
Calago, J., & Nocquiao, M. (2021). Academic optimism in relation to job satisfaction and work commitment of teachers. The Rizalian Researcher, 8(1), 1–1.
https://ejournals.ph/article.php?id=20173
Cammayo, P. M. T., Aquino, C. S., & Gomez, M. G. A. (2023). Factors predicting stress and burnout of Filipino teachers engaged in remote learning. Philippine Journal of Labor and Industrial Relations, 39. https://journals.upd.edu.ph/index.php/pjlir/article/view/9397
Coats, M. (2024). Optimism and spirituality on burnout in educators. Honors Program Projects. https://digitalcommons.olivet.edu/honr_proj/159
Dam, A., Perera, T., Jones, M., Haughy, M., & Gaeta, T. (2018). The relationship between grit, burnout, and well-being in emergency medicine residents. AEM Education and Training, 3(1), 14–19. https://doi.org/10.1002/aet2.10311
De Oliveira, L. C., Santos, L. F., & de Souza, M. R. (2021). Assessment of the risk of burnout and its associated factors in healthcare professionals during the COVID-19 pandemic: A prospective cohort study. BMC Public Health, 21(1), 1–9. https://doi.org/10.1186/s12889-021-12123-5
Digamon, J. S., & Prado, N. I. (2024). Teachers’ organizational commitment, citizenship behavior, engagement, and burnout in the next normal. Transactions on Computer Systems and Networks, 83–97. https://doi.org/10.1007/978-981-97-4931-7_9
Dillenschneider, D. (2023). A predictive study of burnout and the areas of worklife in secondary classical Christian school teachers [Doctoral dissertation].
https://firescholars.seu.edu/coe/151
Fernández-Martín, F. D., Arco-Tirado, J. L., & Hervás-Torres, M. (2020). Grit as a predictor and outcome of educational, professional, and personal success: A systematic review. Psicología Educativa, 26(2), 163–173.
https://doi.org/10.5093/psed2020a11
Fabelico, F., & Afalla, B. (2020). Perseverance and passion in the teaching profession: Teachers’ grit, self-efficacy, burnout, and performance. Journal of Critical Reviews, 7(11). https://doi.org/10.31838/jcr.07.11.17
Fabella, F. (2023). Optimism as a mitigator of burnout: The relationship between optimism and burnout among selected teachers. International Research Journal of Modernization in Engineering Technology and Science, 5(2).
https://doi.org/10.56726/irjmets33431
Ghasemi, F. (2022). The effects of dysfunctional workplace behavior on teacher emotional exhaustion: A moderated mediation model of perceived social support and anxiety. Psychological Reports, 127(5).
https://doi.org/10.1177/00332941221146699
Goel, S. (2024). The power of psychological capital: A comprehensive review of data on resilience, hope, optimism, and efficacy. African Journal of Biomedical Research, 2182–2191. https://doi.org/10.53555/ajbr.v27i1s.1325
Gramaje, J. A. D., & Buenviaje, J. T. (2023). The roles of middle leaders in reinforcing academic optimism. Educational Management Administration & Leadership, 0(0). https://doi.org/10.1177/17411432231201488
He, Y., Iskhar, A., Yang, L., & Aisuluu, A. (2023). Exploring the relationship between teacher growth mindset, grit, mindfulness, and EFL teachers' well-being. Frontiers in Psychology, 14, 1241335. https://doi.org/10.3389/fpsyg.2023.1241335
Heruela, K. S. G. (2021). Mediating effect of burnout on the relationship between grit and turnover intentions among the private tertiary school teachers in Region XI: A convergent design. Sapienza: International Journal of Interdisciplinary Studies, 2(4), 73–90. https://doi.org/10.51798/sijis.v2i4.178
Hobfoll, S. E. (2011). Conservation of resources theory: Its implication for stress, health, and resilience. In S. Folkman (Ed.), The Oxford handbook of stress, health, and coping (pp. 127–147). Oxford University Press. Retrieved from https://academic.oup.com/edited-volume/38623
Hoy, W. K., Tarter, C. J., & Woolfolk Hoy, A. (2006). Academic optimism of schools: A force for student achievement. American Educational Research Journal, 43(3), 425–446. Retrieved from https://www.jstor.org/stable/4121765
Jensen, R. (2020). The relationship between teachers’ psychological capital and caring school leadership and enabling school structure [Doctoral dissertation]. Retrieved from https://digitalcommons.liberty.edu/cgi/viewcontent.cgi?article=1597&context=research_symp
Kasalak, G., & Dagyar, M. (2022). Teacher burnout and demographic variables as predictors of teachers’ enthusiasm. Participatory Educational Research, 9(2), 280–296. https://doi.org/10.17275/per.22.40.9.2
Kassoum, S. (2022). Teachers’ perceptions of school academic optimism in a private middle school in Niamey, Niger [Master’s thesis].
https://repository.stcloudstate.edu/edad_etds/90
Kaur, H., & Kaur, S. (2022). Well-being of teachers: The role of efficacy of teachers and academic optimism. Journal of Education and Practice, 13(2), 1–9.
https://doi.org/10.7176/JEP/13-2-01
Kaur, H., & Kaur, S. (2023). Reflective teaching and academic optimism as correlates of work engagement among university instructors. Journal of Education and Practice, 14(2), 1–9. https://doi.org/10.7176/JEP/14-2-01
Kilinc, A. C., Polatcan, M., Atmaca, T., & Kosar, M. (2021). Teacher self-efficacy and individual academic optimism as predictors of teacher professional learning: A structural equation modeling. Education and Science, 46(205), 373+.
https://link.gale.com/apps/doc/A654019430/AONE?u=anon~ab7c9834&sid=googleScholar&xid=dba133b8
Kim, D. I., Loo, L. K., Garrison, R. C., Motabar, A., Yu, M., Nathaniel, B., Ulrich, M. T., Skoretz, L., Jafari, J., Calzia, M., Gilmore, M., & Firek, A. (2021). Does teaching optimism lower burnout in residency training–a pilot study. Journal of Community Hospital Internal Medicine Perspectives, 11(4), 429–432.
https://doi.org/10.1080/20009666.2021.1910408
Kim, J., Kim, H., & Kim, H. (2023). The relationship between academic optimism and burnout among Korean public school teachers. Asia Pacific Education Review, 24(1), 1–10. https://doi.org/10.1007/s12564-023-00722-2
Kim, K. T. (2020). A structural relationship among growth mindset, academic grit, and academic burnout as perceived by Korean high school students. Universal Journal of Educational Research, 8(9), 4009–4018. https://doi.org/10.13189/ujer.2020.080926
Kim, S. (2022). Grit and academic achievement among public school teachers: A systematic review and meta-analysis. Journal of Educational Psychology, 114(3), 456–468.
Klusmann, U., Kunter, M., Trautwein, U., Lüdtke, O., & Baumert, J. (2022). Teachers’ emotional exhaustion during the COVID-19 pandemic: Levels, changes, and relations to pandemic-specific demands. Journal of Educational Psychology, 114(2), 215–232. https://doi.org/10.1037/edu0000576
Konaklı, T., & Uysal, E. (2022). Examination of the teachers’ academic optimism approaches within the framework of teachers’ perceptions of learning school. International Journal of Curriculum and Instruction, 14(1), 251–273. Retrieved from https://ijci.net/index.php/IJCI/article/view/872
Kristinsson, K., Gudjonsson, S., & Kristjansdottir, B. (2023). Tough times require tough people: The benefits of grit for reducing employee burnout. International Journal of Environmental Research and Public Health, 20(11), 6024.
https://doi.org/10.3390/ijerph20116024
Lelieur, R., Manuel, J., Vanhoof, J., & Clycq, N. (2024). Variation in teachers’ academic optimism: Examining the impact of classroom composition and school academic optimism. International Journal of Educational Research, 125, 102350.
https://doi.org/10.1016/j.ijer.2024.102350
Li, C. (2015). The short grit scale: A dimensionality analysis [Master’s thesis].
https://uknowledge.uky.edu/cgi/viewcontent.cgi?article=1035&context=edp_etds
Li, F., Mohammaddokht, F., Hosseini, H. M., & Fathi, J. (2023). Reflective teaching and academic optimism as correlates of work engagement among university instructors. Heliyon, 9(2), e13735.
https://doi.org/10.1016/j.heliyon.2023.e13735
Li, J. (2022). The role of grit in academic achievement: A study of teachers in higher education. Journal of Educational Psychology, 114(2), 123–135. https://doi.org/10.3389/fpsyg.2021.774149
Loftus, T. J., Filiberto, A. C., Rosenthal, M. D., Arnaoutakis, G. J., Sarosi, G. A., Dimick, J. B., & Upchurch, G. R. (2020). Performance advantages for grit and optimism. The American Journal of Surgery, 220(1), 10–18.
https://doi.org/10.1016/j.amjsurg.2020.01.057
Luthans, F., Avolio, B., Avey, J., & Norman, S. (2007). Positive psychological capital: Measurement and relationship with performance and satisfaction. Personnel Psychology, 60(3), 541–572. https://doi.org/10.1111/j.1744-6570.2007.00083.x
Manlangit, M. G., & Atienzar, E. (2023). Teaching strategies on the creativity nurturing behavior of teachers as mediated by academic optimism. American Journal of Multidisciplinary Research & Development, 5(6), 28–52. Retrieved from https://www.ajmrd.com/wp-content/uploads/2023/06/C562852.pdf
Maslach, C., & Jackson, S. (1981). The measurement of experienced burnout. Journal of Occupational Behaviour, 2, 99–113. Retrieved from http://dx.doi.org/10.1002/job.4030020205
Mijakoski, D., Cheptea, D., Marca, S. C., Shoman, Y., Caglayan, C., Bugge, M. D., Gnesi, M., Godderis, L., Kiran, S., McElvenny, D. M., Mediouni, Z., Mesot, O., Minov, J., Nena, E., Otelea, M., Pranjic, N., Mehlum, I. S., van der Molen, H. F., & Canu, I. G. (2022). Determinants of burnout among teachers: A systematic review of longitudinal studies. International Journal of Environmental Research and Public Health, 19(9), 5776. https://doi.org/10.3390/ijerph19095776
Mohammadi, R. (2021). Investigating the role of academic optimism in classroom management and job burnout of elementary school teachers. Journal of Education, 203(4). https://doi.org/10.1177/00220574211032557
Neiheisel, J. (2017). The SAGE encyclopedia of communication research methods. https://doi.org/10.4135/9781483381411.n570
Olivier, E., Lazariuk, L., Archambault, I., & Alexandre. (2023). Teacher emotional exhaustion: The synergistic roles of self-efficacy and student–teacher relationships. Social Psychology of Education, 27, 1–22.
https://doi.org/10.1007/s11218-023-09826-7
Pabatang, O., & Zabala, V. (2022). Teachers’ burnout levels and coping strategies in the time of pandemic: Basis for a proposed program to manage teachers’ burnout. Asia Research Network Journal of Education, 2(3), 166–189. Retrieved from https://www.researchgate.net/publication/366713471_Teachers'_Burnout_Levels_and_Coping_Strategies_in_the_Time_of_Pandemic_Basis_for_a_Proposed_Program_to_Manage_Teachers_Burnout
Rahman, A., Mohamed Hassan Elnaem, Mubarak, N., Merna Abou Khatwa, Barakat, M., Faller, E., Kassem, L. M., Diana Laila Ramatillah, Jaber, A., Muhammad Eid Akkawi, Abdulkareem Mohammed Al-Shami, Chandran, S., Mohamed, I., Jack, I., Abouelhana, A., Courtenay, A., & Elrggal, M. E. (2024). Assessment of burnout, resilience, and thriving among academic health professionals: Findings from an international study. Frontiers in Public Health, 12.
https://doi.org/10.3389/fpubh.2024.1366612
Reis, D. D., Beck, E., & Liu, M. (2021). The impact of grit on teacher retention and job satisfaction. Teaching and Teacher Education, 101, 103317.
Rijnhart, J., Lamp, S., Valente, M., Mackinnon, D., Twisk, J., & Heymans, M. (2021). Mediation analysis methods used in observational research: A scoping review and recommendations. BMC Medical Research Methodology, 21, 226.
https://doi.org/10.1186/s12874-021-01426-3
Romano, L., Consiglio, P., Angelini, G., & Fiorilli, C. (2021). Between academic resilience and burnout: The moderating role of satisfaction on school context relationships. European Journal of Investigation in Health, Psychology and Education, 11(3),770–780. https://doi.org/10.3390/ejihpe11030055
Sadoughi, M., Hejazi, Y., & Khajavy, G. (2024). Protecting language teachers from burnout: The roles of teaching mindset, teaching grit, and emotion regulation. Language Teaching Research.
https://doi.org/10.1177/13621688241238350
Salmons, J. (2023). Quantitative research with non-experimental designs. Sage Research Methods Community. https://researchmethodscommunity.sagepub.com/blog/quantitative-research-with-non-experimental-designs
Schwarz, M. (2023). Examining the relationship between school academic optimism, enabling school structures, and student achievement in New Jersey public schools during the post-pandemic period [Doctoral dissertation].
https://scholarship.shu.edu/dissertations/3148
Scott, T., Guan, W., Han, H., Zou, X., & Chen, Y. (2023). The impact of academic optimism, institutional policy and support, and self-efficacy on university instructors’ continuous professional development in Mainland China. SAGE Open, 13(1), 215824402311533. https://doi.org/10.1177/21582440231153339
Shakir, H. J., Cappuzzo, J. M., Shallwani, H., Kwasnicki, A., Bullis, C., Wang, J., Hess, R. M., & Levy, E. I. (2020). Relationship of grit and resilience to burnout among U.S. neurosurgery residents. World Neurosurgery, 134, e224–e236.
https://doi.org/10.1016/j.wneu.2019.10.043
Shao, G. (2023). A model of teacher enthusiasm, teacher self-efficacy, grit, and teacher well-being among English as a foreign language teachers. Frontiers in Psychology, 14, 1169824. https://doi.org/10.3389/fpsyg.2023.1169824
Siddique, M., Siddique, A., & Khan, E. A. K. (2023). Academic optimism and teachers’ commitment: An associational study of Pakistani teachers. Journal of Educational Research & Social Sciences Review, 3(1), 178–188. Retrieved from https://www.researchgate.net/publication/369926828_Academic_Optimism_and_Teachers'_Commitment_An_Associational_Study_of_Pakistani_Teachers
Simkus, J. (2022, January 3). Cluster sampling: Definition, method and examples. Simply Psychology. https://www.simplypsychology.org/cluster-sampling.html
Simkus, J. (2022, March 2). What is a pilot study? Simply Psychology.
https://www.simplypsychology.org/pilot-studies.html
Song, K. (2022). Well-being of teachers: The role of efficacy of teachers and academic optimism. Frontiers in Psychology, 12, 831972.
https://doi.org/10.3389/fpsyg.2021.831972
Suárez, I., González, M. A., Torrano, F., & González, G. (2021). Study of the prevalence of burnout in university professors in the period 2005–2020. Education Research International, 2021.
https://doi.org/10.1155/2021/7810659
Tareke, G., & Mária, Z. (2021). Psychological capital and teacher well-being: The mediation role of coping with stress. European Journal of Educational Research, 10(3), 1227–1245. https://doi.org/10.12973/eu-jer.10.3.1227
Teacher socialization, and teacher cohesiveness. (n.d.). Fordham University.
https://research.library.fordham.edu/dissertations/AAI3552664/
Tarraya, H. (2023, June 24). Teachers’ workload policy: Its impact on Philippine public school teachers. Puissant., 4. https://puissant.stepacademic.net/puissant/article/view/246
Ünal, A. (2021). The Relationship between Teacher Academic Optimism and Student Academic Achievement: A Meta-Analysis. Psycho-Educational Research Reviews |, 10(2), 284–297. https://files.eric.ed.gov/fulltext/EJ1311553.pdf
Üzum, S., & Ünal, A. (2023). Factors Affecting Teachers’ Academic Optimism in Secondary Schools. Research on Education and Psychology, 7(1), 15–38. https://doi.org/10.54535/rep.1257091
Vella, L., Mathews, T., & Johnson, P. (2023). Grit as a predictor of teacher resilience and performance in challenging educational settings. Educational Psychology, 43(5), 612-626. http://dx.doi.org/10.5093/psed2020a11
Wang, H., & Hallinger, P. (2021). The Relationship Between Teacher Academic Optimism and Student Academic Achievement: A Meta-Analysis. Educational Psychology Review, 33(1), 1–27. https://doi.org/10.1007/s10648-020-09570-5
Yang, J. S., Gladstone, J. R., & Wigfield, A. (2020). Grit and conscientiousness: Another jangle fallacy. Journal of Research in Personality, 89, 104021. https://doi.org/10.1016/j.jrp.2020.104021
DOI: http://dx.doi.org/10.46827/ejes.v12i6.6030
Refbacks
- There are currently no refbacks.
Copyright (c) 2025 Mirasol G. Masayon, Viola P. Buenaventura
This work is licensed under a Creative Commons Attribution 4.0 International License.
Copyright © 2015-2026. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.
This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).
