Burnout and Coping Mechanisms Among Primary School Teachers in Kaduna State

This study examines the prevalence of occupational burnout and the coping mechanisms employed by primary school teachers in Kaduna State, North West Nigeria. Teacher burnout, characterised by emotional exhaustion, depersonalisation, and reduced personal accomplishment, poses significant risks not only to teacher wellbeing but also to the quality of instruction and pupil developmental outcomes. This research employed a cross-sectional survey design involving 360 primary school teachers in Kaduna, Zaria, and Kafanchan local government areas. The Maslach Burnout Inventory-Educators Survey was used to measure burnout dimensions, while the Brief COPE Scale assessed coping strategy preferences. ANOVA, t-tests, and regression analyses were applied. Results indicate that 41 percent of teachers in the sample met the threshold for high emotional exhaustion. Class sizes exceeding 60 pupils, inadequate teaching resources, and poor management support were the strongest structural predictors of burnout. Teachers with moderate burnout levels were more likely to use active problem-focused coping strategies, while those with severe burnout showed predominantly avoidant coping. The study recommends that the Kaduna State Universal Basic Education Board prioritise teacher mental health through reduced class sizes, structured mentoring systems, and the introduction of a teacher wellbeing policy that includes regular psychological support services. Keywords: burnout, coping mechanisms, primary school teachers, Kaduna State, emotional exhaustion.