Effects of online content-focused coaching on reducing the risk of professional burnout among elementary school teachers: The example of educational leadership in the United Arab Emirates

Teacher burnout - manifested through emotional exhaustion, depersonalization, and reduced personal accomplishment remains a challenge affecting educational quality and teacher well-being. This study aimed to evaluate the effectiveness of an online content-focused coaching (CFC) program in reducing burnout among elementary school teachers. An experimental design was employed with 200 participants from Abu Dhabi, Al Fujairah, Ras Al Khaimah, Ajman and Om Alquin, randomly assigned to experimental and control groups. Over six months, the experimental group participated in a structured online CFC program, while the control group continued their usual activities. Burnout levels were measured at pretest and post-test using the Maslach Burnout Inventory (MBI). Independent t-tests revealed significant reductions in emotional exhaustion and depersonalization, and a notable increase in personal accomplishment in the experimental group compared to the control group. These findings confirm the efficacy of content-focused coaching as an evidence-based strategy for supporting teachers' psychological well-being. The flexibility of the online format highlights its potential for scalable professional development interventions. This study provides practical implications for educational leadership, emphasizing the integration of digital coaching programs into teacher support systems to promote well-being, resilience, and instructional quality.