Burnout and Resilience Following a PERMA-Informed Happiness Intervention: A Single-Group Repeated-Measures Study of
Shuxuan Song1, Goudarz Alibakhshi2
1College of Arts, Yanbian University, Yanji, China.
Purpose:
Teacher burnout is an occupational health concern characterized by physical fatigue, cognitive weariness, and emotional exhaustion. This study examined longitudinal changes in burnout and resilience following a 10-session online PERMA-informed happiness intervention among junior high school English as a Foreign Language teachers in Tehran, Iran.
Method:
A prospective, uncontrolled single-group study assessed 70 enrolled EFL teachers; 65 contributed post-test data, and 61 contributed 6-month follow-up data. The 61 complete cases were analyzed with repeated-measures ANOVA. Summary-statistic-based contrasts were calculated under the pooled-error repeated-measures model.
Findings:
The archived omnibus analyses showed time-related variation in total burnout (F(2, 120) = 12.34, uncorrected p < 0.001, ηp2 = 0.171) and resilience (F(2, 120) = 15.78, uncorrected p < 0.001, ηp2 = 0.208). Mean burnout was 3.80, 3.05, and 3.15 at baseline, post-test, and 6 months, respectively; corresponding resilience means were 3.20, 3.95, and 3.90. Under the pooled-error model, both post-baseline contrasts differed from baseline (unadjusted p < 0.001) for each total score; post-test and follow-up did not differ significantly. Original individual-level data and sphericity diagnostics were unavailable to verify these conditional contrasts.
Conclusion:
Burnout and resilience followed distinct within-group trajectories after participation in the PERMA-informed program. Model-based contrasts indicated baseline-to-later differences, conditional on the assumed pooled-error model. The uncontrolled design, baseline-based selection, missing participant-level data, and unverified sphericity assumptions preclude a causal interpretation.
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