Beyond teacher burnout: teacher emotional regulation mechanisms underlying learner engagement in English classrooms

Teacher burnout is an increasing psychological challenge in educational settings, affecting teachers' emotional wellbeing and students' learning experiences.

This study examined the psychological mechanisms through which teacher burnout influences learner engagement in English language classrooms, with particular attention to the role of emotional regulation.

Drawing on emotion regulation theory and educational psychology perspectives, this study explored whether teachers' ability to manage emotional demands can reduce the negative impact of burnout on students' classroom involvement.

Data were collected in 2025 from 428 English language teachers and 1,284 students from secondary and higher education institutions. Teacher burnout was assessed through emotional exhaustion, depersonalisation, and reduced professional efficacy; emotional regulation was measured through cognitive reappraisal and emotional control strategies; learner engagement was evaluated through behavioral participation, emotional involvement, and cognitive engagement indicators. Structural equation modelling was used to test direct and indirect relationships while controlling for relevant contextual factors.

Teacher burnout significantly predicted lower learner engagement (β = -0.36, p < 0.001), whereas emotion regulation showed a positive association with student engagement (β = 0.42, p < 0.001). Mediation analysis indicated that emotion regulation partially mediated the adverse effects of burnout, highlighting its role in classroom interactions.

Improving teachers' emotional regulation skills and reducing occupational stress should be important priorities in educational policy. Integrating psychological support, emotional skills training, and burnout prevention initiatives may enhance teachers' wellbeing and promote more engaging English language learning environments.