We aimed to gain a better understanding of the personality-burnout process by examining the effects of
emotional regulation ability through both cross-sectional and a pre-post social and emotional learning
intervention studies. The sample was composed of 243 Spanish public school teachers. Data were
collected using the Maslach Burnout Inventory–Educators Survey, the Big Five Inventory, and the
Mayer–Salovey–Caruso Emotional Intelligence Test. Our results indicated that emotional regulation
ability significantly influences the effect of personality on Personal Accomplishment, a positive dimension
of the Maslach Burnout Inventory. Although copious amounts of research have linked Big Five
personality traits and burnout, to our knowledge this is the first study that has studied associations
between personality and burnout, including a social and emotional learning intervention program aimed
at reducing burnout. Considering that intra- and interpersonal emotional management are core demands
on teachers, our results show the relevance of developing intervention programs focused on social and
emotional abilities.
