Acta Psychol (Amst). 2026 Jul 3;268:107361. doi: 10.1016/j.actpsy.2026.107361. Online ahead of print.
ABSTRACT
BACKGROUND: The teaching profession is inherently characterized by high job demands and chronic stressors, frequently leading to burnout. While literature consistently links excessive workload and classroom challenges to emotional exhaustion, there is a growing need to identify personal resources that may be associated with lower levels of burnout and emotional exhaustion. Psychological hardiness, a personality construct comprising commitment, control, and challenge, has been identified in various high-stress occupations as a key resilience factor, yet its specific moderating role in the educational context requires further empirical evidence.
METHOD: This cross-sectional study examined 844 primary and secondary education teachers from Greece and Cyprus. The variables investigated included three types of job stressors (workload/time pressure, student learning problems, and organizational issues), emotional exhaustion, and the three facets of psychological hardiness. Data were collected using the Teachers’ Professional Stress Questionnaire, the Maslach Burnout Inventory, and the Hardiness Resilience Gauge. Statistical analysis was performed using Confirmatory Factor Analysis (CFA) and Latent Moderated Structural Equation (LMS) modeling to test interaction effects.
RESULTS: Findings revealed that hardiness significantly moderates the relationship between job stressors and emotional exhaustion. Notably, the three hardiness facets (3Cs) functioned differentially, with certain attitudes showing stronger moderating associations with specific stressors than others.
DISCUSSION: These results support the “hardiness mindset” approach, suggesting that hardiness may be relevant in understanding how teachers appraise and respond to job demands and emotional exhaustion.
PRACTICAL IMPLICATIONS AND LIMITATIONS: The study highlights the potential for hardiness-based intervention programs to address teacher burnout. However, the cross-sectional design and the use of convenience sampling limit the ability to draw causal inferences and generalize findings to all educational systems.
PMID:42398155 | DOI:10.1016/j.actpsy.2026.107361
