Abstract

The present study examined burnout and coping strategies among mathematics teachers in Kerala, with particular emphasis on the role of workload and teaching experience. A sample of 200 mathematics teachers was selected using a stratified random sampling technique from government, aided, and private schools across Kerala. Burnout was assessed using the Maslach Burnout Inventory (MBI), while coping strategies were measured using the Brief COPE Inventory. The study employed a quantitative research design, and the collected data were analyzed using descriptive statistics, independent samples t-test, Pearson’s correlation, and One-Way Analysis of Variance (ANOVA). The findings revealed significant gender differences in burnout and coping, with female teachers reporting higher burnout and lower coping abilities compared to male teachers. Significant differences in burnout and coping were also observed across teaching experience, weekly working hours, administrative workload, and monthly income. Teachers with lower teaching experience, longer working hours, higher administrative responsibilities, and lower income demonstrated comparatively higher burnout and lower coping abilities. In contrast, experienced teachers reported better coping strategies and lower burnout levels. The study concludes that burnout among mathematics teachers is significantly shaped by workload-related demands and moderated by coping resources and professional experience. The findings emphasize the importance of institutional support, workload management, and coping-skills interventions to promote teacher well-being and sustainable educational practices.