Burnout and Resilience Following a PERMA‐Informed Happiness Intervention: A Single‐Group Repeated‐Measures Study of EFL Teachers
- 1Yanbian University
- 2Tarbiat Modares University
Abstract
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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BibTeX
@article{song2026burnout,
title = {{Burnout and Resilience Following a PERMA‐Informed Happiness Intervention: A Single‐Group Repeated‐Measures Study of EFL Teachers}},
author = {Shuxuan Song and Goudarz Alibakhshi},
journal = {Brain and behavior},
year = {2026},
month = oct,
doi = {10.1002/brb3.71839},
url = {https://europepmc.org/article/PMC/PMC13673124},
note = {CC BY},
}
RIS
TY - JOUR
TI - Burnout and Resilience Following a PERMA‐Informed Happiness Intervention: A Single‐Group Repeated‐Measures Study of EFL Teachers
AU - Shuxuan Song
AU - Goudarz Alibakhshi
PY - 2026
DA - 2026/10/01
JO - Brain and behavior
DO - 10.1002/brb3.71839
UR - https://europepmc.org/article/PMC/PMC13673124
AB - 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.
SN - 2162-3279
ER -