AI-Supported Positive Psychology-Informed Pedagogy: A Mixed- Methods Study in Iranian EFL Contexts

Abstract Teacher well-being has become an increasingly important concern in educational research, particularly in light of rising workloads, emotional demands, and institutional pressures. Among the factors associated with teacher well-being, burnout has been identified as a critical challenge that negatively affects professional effectiveness, job satisfaction, and retention. This study examines the relationship between spiritual intelligence and teacher burnout, with particular attention to the extent to which spiritual intelligence functions as a protective psychological resource. Drawing on conceptualizations of spiritual intelligence as the capacity to construct meaning, maintain inner balance, and transcend stressors, the study investigates its association with key dimensions of burnout, including emotional exhaustion, depersonalization, and reduced personal accomplishment. Using a quantitative research design, data were collected from teachers through validated measures of spiritual intelligence and burnout and analysed using correlational and regression analyses. The findings reveal a significant negative relationship between spiritual intelligence and overall burnout, indicating that higher levels of spiritual intelligence are associated with lower emotional exhaustion and depersonalization, as well as stronger perceptions of professional efficacy. These results suggest that spiritual intelligence contributes to teachers’ resilience by supporting emotional regulation, purpose-oriented coping, and sustained engagement in professional roles. The study highlights the importance of addressing teachers’ inner and existential dimensions as part of comprehensive approaches to burnout prevention. Implications are discussed for teacher education, professional development, and institutional well-being initiatives, emphasizing that fostering spiritual intelligence may play a meaningful role in promoting long-term teacher well-being and educational sustainability.