Teacher perceptions of administrator actions in COVID-19 and its impact on emotional exhaustion: A moderation analysis of teacher self efficacy

Abstract

School districts, administrators, and teachers faced an unprecedented challenge as schools closed due to COVID-19. SBAE teachers were no exception to this and faced the unique challenge of teaching technical content through virtual platforms. The purpose of this study was to explore SBAE teacher emotional exhaustion amid the shared trauma of the COVID-19 pandemic. This study examined emotional exhaustion, teacher self-efficacy, technological pedagogical content knowledge (TPACK), and perceived supportive actions from administration in [State] SBAE teachers. Paired samples t-tests indicated increases in emotional exhaustion – with a medium effect size – in participants from spring to autumn of 2020. A serial multiple mediator model indicated supportive administrator actions significantly predicted TPACK and emotional exhaustion, while TPACK significantly predicted teacher self-efficacy at the time of measurement. Within the mediation model, no significant indirect effects were found. Further research should examine the factors behind administrative support for teachers to help mitigate emotional exhaustion in the teacher population.