Abstract:

The present study examined the influence of teacher competence and self‑confidence on emotional exhaustion among secondary school teachers. Emotional exhaustion, a key dimension of burnout, reflects the draining impact of chronic occupational stress. Recent research suggests that teachers’ psychological resources and competencies significantly relate to burnout and well‑being, where higher self‑efficacy and emotional competencies were found to reduce burnout symptoms (Chen, 2023). A sample of 400 secondary school teachers from Punjab, India was surveyed using standardised measures to assess teacher competence, self‑confidence, and emotional exhaustion. The results indicated significant negative relationships between both teacher competence and self‑confidence with emotional exhaustion. Furthermore, teachers with higher competence and confidence reported notably lower emotional exhaustion, and the combined influence of these factors provided stronger predictive power than each factor alone. These outcomes align with recent evidence that teachers’ professional capabilities and self‑beliefs serve as protective factors against burnout. The study highlights the importance of enhancing teacher competence and self‑confidence through targeted training and support to promote emotional well‑being among educators.

Keywords:

Teacher competence, Self confidence, Emotional exhaustion, Teacher burnout, Secondary school teachers, psychological resources, Occupational stress & Teacher well being.

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Methods