Teacher burnout is defined as prolonged, chronic stress experienced within and beyond the school environment has become a growing challenge in education systems globally, affecting both government and private institutions. In Malaysia, recent statistics indicate a significant exodus of educators, raising concerns about the sustainability of the profession. Burnout adversely impacts teachers’ physical health, social-emotional well-being, instructional quality, and student learning outcomes, while also contributing to higher attrition rates and the erosion of school culture. Recognizing teachers as individuals with social and emotional needs has prompted interest in Social-Emotional Learning (SEL) as a potential strategy for managing stress and promoting resilience. This exploratory study examines Malaysian teachers’ perceptions of SEL strategies in reducing burnout. Data were collected via an online questionnaire targeting primary and secondary teachers from selected government and international schools in Peninsular Malaysia. Eighty questionnaires were distributed through Facebook, WhatsApp, and Instagram, achieving a 62.5% response rate. The findings highlight teachers’ perspectives on how SEL practices can support stress regulation and professional well-being, offering insights into the integration of SEL into teacher support frameworks. This study contributes to the Malaysian educational context by providing evidence-based implications for addressing burnout through holistic, teacher-centred approaches.
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