The Moderating Role of Stress in the Relationship Between Burnout and Mental Health Outcomes in Teachers

This study investigates the moderating effect of stress in the relationship between burnout and mental health outcomes, specifically anxiety and depression. Drawing on the Job Demands-Resources (JD-R) model and transactional stress theory, we propose that stress exaggerates the negative impact of burnout, intensifying psychological distress. Data were collected from 743 Egyptian teachers across various educational settings using validated instruments for burnout, stress, anxiety, and depression. Moderation analysis was conducted using hierarchical regression models. Findings of the study revealed that burnout is significantly associated with increased levels of anxiety (? = 0.032, p = 0.014) and depression (? = 0.035, p = 0.018). This aligns with the correlation results, which showed a significant positive relationship between teacher burnout and anxiety (r = 0.389, p < 0.01) and depression (r = 0.377, p < 0.01). Stress was found to be a critical moderator, strengthening the relationship between burnout and anxiety (? = 0.023, p < 0.001) and between burnout and depression (? = 0.023, p < 0.001). The strong correlations between stress and depression (r = 0.772, p < 0.01) and between stress and anxiety (r = 0.805, p < 0.01) further support the moderating role of stress. These findings suggest that stress acts as a vulnerability factor, exacerbating the psychological consequences of burnout and underscoring the need for targeted interventions. Schools and policymakers should prioritize programs that not only address burnout but also equip teachers with stress-reduction strategies, such as mindfulness training, workload management, and peer support networks. Received: 8 November 2024 / Accepted: 10 April 2025 / Published: 08 May 2025