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.
| Original language | American English |
|---|---|
| Article number | 802520 |
| Journal | Frontiers in Psychology |
| Volume | 13 |
| DOIs | |
| State | Published - 10 Mar 2022 |
Bibliographical note
Funding Information:This research was supported by the grants from the Israeli Ministry of Education (grant number 3011005091) to TG and CA and the Israeli Science Foundation (grant number 2693/17) to CA.
Publisher Copyright:
Copyright © 2022 Gutentag and Asterhan.
Keywords
- COVID-19
- burnout
- family work conflict
- online
- online teaching proficiency
- remote teaching
- wellbeing
