Burned-Out: Middle School Teachers After One Year of Online Remote Teaching During COVID-19

Tony Gutentag*, Christa S.C. Asterhan

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

6 Scopus citations

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 languageAmerican English
Article number802520
Pages (from-to)802520
JournalFrontiers in Psychology
Volume13
DOIs
StatePublished - 10 Mar 2022

Bibliographical note

Publisher Copyright:
Copyright © 2022 Gutentag and Asterhan.

Keywords

  • COVID-19
  • burnout
  • family work conflict
  • online
  • online teaching proficiency
  • remote teaching
  • wellbeing

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