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Quantitative study examines how positive psychological capital and grit affect burnout in music teachers, suggesting implications for intervention.
The role of positive emotions in mitigating teachers' negative workplace experiences has been extensively examined over the past decade. However, limited attention has been given to how Positive Psychological Capital (PPC) and grit jointly influence music teachers' job burnout. Addressing this gap, the present quantitative study surveyed 400 Chinese music teachers using three standardised questionnaires to investigate the association of these two constructs with burnout. Structural equation modelling (SEM) and regression analyses revealed that positive psychological capital and grit, respectively, accounted for 52% and 39% of the variance in burnout, indicating strong and inverse predictive relationships with this detrimental outcome. These findings underscore the critical importance of cultivating teachers' internal psychological strengths as a strategic approach to reducing burnout. Practically, the results suggest that professional development programs integrating resilience‐building, emotional regulation, and grit‐enhancing interventions may substantially improve teachers' well‐being and retention. Future research should explore longitudinal and cross‐cultural designs to further validate and expand these insights within broader educational contexts.
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Wang et al. (2026) studied this question.
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