Abstract
The main purpose of this study is to assess the perspectives of secondary school teachers regarding digital burnout within the context of distance learning during the COVID-19 pandemic. This study employed a qualitative research methodology, utilizing a semi-structured interview format to obtain the data. During the process of developing the semi-structured interview questions, a thorough review of the literature was conducted to ensure the creation of a reliable tool for data collecting. The research study's sample comprises 21 teachers who were selected using the criterion sampling approach. The data derived from this sample were subjected to analysis using the content analysis methodology. The findings of the study revealed that the participants' engagement with digital environments throughout the distant education process yielded both advantageous and disadvantageous outcomes. Several individuals encountered feelings of insufficiency inside digital contexts throughout the duration of the distance learning process. However, the subsequent impacts can be enumerated as follows: The topics of interest include digital aging, digital addiction, and mental fatigue. Within the parameters of the study, the findings unveiled the recommendations provided by the participants for mitigating digital burnout.
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