EXAMINING THE INTERPLAY BETWEEN PSYCHOLOGICAL RESILIENCE AND BURNOUT AMONG FIFTH-GRADE ELEMENTARY SCHOOL TEACHERS DURING THE APPLICATION OF ACQUISITION ASSESSMENT EXAM IN ALGERIA

Abstract

     This study investigates the intricate relationship between psychological resilience and burnout among fifth-year primary school teachers in the context of administering the achievement assessment exam. The research aims to assess the levels of both psychological burnout and psychological resilience while unveiling the dynamics of their correlation among educators. The findings reveal a significant inverse correlation, wherein higher levels of psychological resilience are associated with reduced psychological burnout. The study highlights the high psychological resilience levels among teachers, coexisting with average levels of psychological burnout. Psychological burnout negatively impacts educators' physical and psychological health, their educational performance, and their interpersonal relationships within the school environment. Factors contributing to burnout include professional pressures and certain personal characteristics. However, positive psychological factors, like psychological resilience, play a crucial role in mitigating stress and enhancing mental well-being. Promoting psychological resilience can lead to positive experiences, ultimately bolstering mental health. The study underscores the importance of cultivating these positive psychological attributes to empower teachers to navigate challenges effectively. It emphasizes the need for awareness programs to promote mental health, early stress detection, improved professional and social conditions for teachers, and the implementation of counseling and preventive programs.