Burnout Symptoms among Millennial Teachers in India: The Efficacy of the Emotional Self-Care Online Intervention Program (ESCOIP)

The phenomenon of teacher burnout has gained greater attention due to its grave impact on the educational system and the well-being of teachers. In this regard, millennial teachers’ experiences— currently comprising most of the teaching workforce—have gained attention in scholarly research. Thus, developing an efficacious online intervention program is crucial to alleviate and avoid teacher burnout among millennials. This study investigated the effectiveness of the Emotional Self-Care Online Intervention Program (ESCOIP) in treating burnout symptoms among Indian millennial teachers. The present study employed Conklin’s program development model, which involves three phases: (1) planning, (2) design and implementation, and (3) evaluation and program validation. The participants were millennial teachers born between the early 1980s and mid-1990s (N =521) from Kerala, South India, and they were randomly assigned to experimental (n = 20) and control (n = 20) groups. We used the Socio-demographic survey, the Maslach Burnout Inventory-Educator survey, and the Focus Group discussions to understand the prevalence and complexities involved in this problem. Paired t-test and MANOVA were used for data analysis, and partial eta squared (η2p) measured the extent of the effect of the ESCOIP. Results of the paired t-test and MANOVA revealed a statistically significant effect. Therefore, the online intervention program's outcomes demonstrated that the ESCOIP effectively treats burnout symptoms that millennial teachers experience.