Abstract
This paper explores the role of digital transformation in altering the effects of educator burnout and mental wellbeing by affecting virtual teachers. The increased use of digital technologies in educational institutions has introduced educators with dual content management and technological platform duties that have led to levels of stress among educators. The research methods applied were quantitative, incorporating data that was sourced from 385 teachers. Various educational levels were included: the relationship between digital workload, digital literacy, support administration offered, and psychological indicators of mental health. The findings of this research revealed very highly positive correlations between digital workload and burnout (r = 0.62) and between burnout and mental health, notably anxiety and depression (r = 0.60 and r = 0.65 respectively). Indeed, the study found that increased digital literacy and administration support showed a positive relationship with reduced burnout. Results raise an enormous need for educational leaders to take strategic interventions through the enhancements of support systems, the development of digital literacy, and other resources related to mental health to counter some of the complexities of teaching related to the point of digital teaching. With such strength at its findings, there are indeed still limitations to this study, among which it relied on the self-reported data and the cross-sectional designs where it could not make way for causal inference. Future research should focus on long-term effects of digital transformation for educators' mental health as well as the potency of interventions to prevent burnout in digital educational settings. Findings from this study have implications for policymakers and education institutions looking to develop environments that promote educator wellbeing in the context of digital transformation.
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