Understanding the Facets of Work-Related Fatigue Moderated by Cognitive, Behavioural and Contemplative Coping Strategies: A Conceptual Analysis

Background: New-day technology evolutions and modern pedagogical approaches have significantly benefitted teaching environments and teachers. While digital tools have helped ease a lot of work, the challenges of proficiency, better performances, long workable hours and overload of duties have created a cognitive burden on teachers, making them feel mentally, emotionally and physically tired. Objective: The objective of this study is to find and fill research gaps in understanding the facets of work-related fatigue in teachers in Indian scenarios. Furthermore, a framework is proposed that investigates the dimensions and facets of fatigue associated with common work stressors, moderated by various categories of coping strategies. Key Arguments: The study highlights the prevalence of work-related fatigue in teachers, the impact of stressors, the effectiveness of coping strategies and the need for targeted interventions to enhance teacher well-being and educational outcomes. Theoretical Framework: The research is grounded in the job demands-resources theory and conservation of resources theory, which explain the relationship between work demands, available resources and resultant fatigue. Main Conclusions: The findings underscore the necessity for educational institutions and policymakers to implement targeted interventions that support teachers in managing fatigue, thereby improving educational quality and fostering a healthier work environment.