Beyond the technological interface: A Pilot Study on Emotional Style, Self-Esteem, and Burnout in students attending the Special Education Specialization Course

Introduction: Emotions significantly influence cognitive functioning and educational outcomes. In teaching, emotional dysregulation and technostress contribute to burnout, especially among special education professionals. This study explores the relationship between self-esteem, emotional styles, burnout, and educational technology use in pre-service special education teachers. Methods_ Ninety-one in-service teacher trainees completed validated questionnaires assessing selfesteem, emotional style, burnout, and technology use. Data were analyzed using non-parametric tests and regression models. Results: Moderate burnout levels were observed, with emotional exhaustion most prominent. Age and emotional styles—particularly Outlook and Resilience—were protective and positively associated with self-esteem. Technology use did not predict burnout, but perceived digital competence correlated with communication practices and emotional regulation. Discussion and Conclusions: Emotional maturity appears more protective than teaching experience. Emotional styles influence both well-being and openness to digital innovation. Promoting teacher resilience requires integrated training in emotional regulation, collaborative practices, and digital competence, supported by systemic interventions such as school psychologists and professional learning communities.