• Dr. Shinki Katyayani Pandey

  Author

• Mariyam Ahmed

  Author

ELT has been profoundly rearranged in its psychological understanding as it has shifted from emergency remote teaching to repositioned educational frameworks for post-pandemic teaching. With this paper, it aims to assess the relationship of resilience to burnout experienced by teachers of languages in the post emergency remote teaching classroom as a response to the psychological distress experienced during this phase. When teachers of all disciplines stepped into the classroom of the 'new normal', they encountered a combination of unrelenting emotional labor, constant adaptation of instruction technology, and the reshaping of pedagogy. It is critical for the participants of the teaching pedagogy to maintain the balance of well-being. This paper emerges from an extensive perusal of the available literature as well as empirical frameworks that focus on teacher resilience. More specifically, the research investigates the potential of self-efficacy and emotional self-regulation to serve as important buffers against burnout, emotional exhaustion, feelings of depersonalization, and a declining sense of accomplishment. It is seen that the Technological and Pedagogical Content Knowledge model, once characterized as a demand of the job, has transformed the teaching profession by fostering confidence and reducing job-related stress. The study found a considerable inverse relationship between resilience and burnout, and that resilient teachers, who employed positive adaptive coping strategies and maintained well-being, experienced increased job satisfaction and a greater intention to engage in blended teaching. It is shown that post-emergency stressors indicate danger to professionally unregulated people and to those who are less emotionally mature. The abstract recommends using positive psychology to better organize professional development.

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