Understanding teacher burnout following COVID-19

Abstract

ABSTRACT Teachers have faced a multitude of demands over the past two years and faced new challenges as schools returned in the fall of 2021. Using the Job Demands-Resources model as a framework, the current study identified factors contributing to teacher burnout following the COVID-19 pandemic. To examine predictors of teacher burnout, the authors collected survey data from 779 teachers across the USA. The analysis included hierarchical regression models including demographics, COVID-19 implementations, and demands/resources to predict teacher burnout. The results found using learning management systems, administrative support, teacher autonomy, and teacher mental health were all significant predictors of teacher burnout at the end of the 2021–22 school year. The results are important to consider for teacher retention and teacher well-being. School leaders must find ways to support teacher learning of learning management systems, provide administrative support within each building, allow for teacher autonomy within the classroom, and support teacher well-being.