Abstract
During the height of the COVID-19 pandemic, teachers around the globe had been forced to move their teaching to full-time online, remote teaching. In this study, we aimed at understanding teacher burnout during COVID-19. We conducted a survey among 399 teachers at the peak of a prolonged physical school closure. Teachers reported experiencing more burnout during (vs. before) the COVID-19 pandemic. Contributing factors to this burnout were high family work conflict and low online teaching proficiency. Burnout was associated with lower work-related wellbeing: Lower work commitment, and higher turnover intentions. It was also associated with lower psychological wellbeing: More depressive and anxiety symptoms, and lower subjective wellbeing. Approach (but not avoid) coping strategies served as a protective factor against the burnout-turnover intentions association. We conclude with recommendations on how to mitigate teacher burnout, thereby contributing to teacher wellbeing.
Highlights
The spread of COVID-19 caused unprecedented interruptions to education worldwide
We explore middle school teachers’ burnout, when they had been teaching in online, remote formats for over a year, due to pandemic-related physical school closures
Work conflict and online teaching proficiency served as predictors of burnout during COVID-19 online, remote teaching
Summary
The spread of COVID-19 caused unprecedented interruptions to education worldwide. These affected students’ wellbeing (e.g., Radwan et al, 2020), their scholastic outcomes, and their financial future (Azevedo et al, 2021). We explore middle school teachers’ burnout, when they had been teaching in online, remote formats for over a year, due to pandemic-related physical school closures. We examined whether they experienced more burnout during (vs before) the pandemic, explored possible contributing factors to burnout, and its associations with their wellbeing. We tested possible protective factors against the burnout-wellbeing association
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