As teachers returned to the classroom for the 2020–2021 school year, they faced new and challenging environments, instructional approaches, and roles as educators. The current study is one of the first empirical studies that identified factors contributing to teacher burnout due to COVID-19 (coronavirus disease) and instruction during fall 2020. Controlling for demographics, the results found significant predictors for teacher burnout-stress those being COVID-19 anxiety, current teaching anxiety, anxiety communicating with parents, and administrative support. The results are important for schools and researchers to consider when it comes to the impact of COVID-19 on teachers.

The purpose of this study was to explore how returning to teaching during the Coronavirus disease (COVID-19) pandemic impacted teachers' stress and anxiety. Specifically, the study investigated how teachers' anxiety changed during the first month of school. Additionally, the study explored the association of teachers' stress and anxiety and predictor variables for changes in teacher anxiety while teaching during the COVID-19 pandemic. The present study included 329 elementary teachers from across the United States who completed a survey during the first week of October 2020. The results found that most teachers saw no change or an increase in anxiety during the first month. Significant predictors of increased teacher anxiety included stress and communication within the school, with virtual instruction teachers having the most increase in anxiety. In comparison, the no change in anxiety group included significant predictors of stress, virtual instruction, and communication within the school. The present study provides applicable information to schools and districts as there is limited empirical research on the impact of the COVID-19 pandemic on teachers. Teachers are working as frontline workers during the pandemic; thus, schools and districts need to monitor teacher stress and anxiety during the COVID-19 pandemic and provide the necessary support. Impact and ImplicationsThe purpose of this study was to explore how returning to teaching during the Coronavirus disease (COVID-19) pandemic impacted teachers' stress and anxiety. The results explored how teachers' anxiety changed throughout the first month of the 2020-2021 school year, variables related to teacher stress and anxieties, and predictor variables for changes in teacher anxiety. Specifically, a majority of the teachers saw no change or an increase in anxiety during the first month. Significant predictors of increased teacher anxiety included stress and communication, with virtual instruction teachers having the most increase in anxiety. In comparison, the no change in anxiety group included significant predictors of stress, virtual instruction, and communication within the school. The study also found significant associations between stress and anxiety.

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The purpose of this study was to explore how the new teaching approaches and requirements because of COVID‐19 impacted elementary teachers' self‐efficacy, specifically instructional and engagement efficacy. The current study included 329 participants from across the United States who completed the Teacher Sense of Self‐Efficacy Scale (TSES) subsections of instructional and engagement. The results found the average teacher efficacy scores for both instructional and engagement were lower than TSES scores of instructional and engagement in previous studies. The results also indicated teachers who were teaching virtually had the lowest instructional efficacy scores compared to teachers teaching in a hybrid or all in‐person model. However, the results suggested no difference in engagement efficacy score based on the instructional approach. There was also no difference in both instructional and engagement efficacy based on previous accolades or teacher location.

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Teaching has always been a demanding profession, and the demands have only escalated during the COVID-19 pandemic. David T. Marshall, Tim Pressley, Natalie M. Neugebauer, & David M. Shannon review research from before and during the pandemic to learn what makes teachers likely to leave the profession and share results from their May 2022 survey of 830 teachers. Around three-fourths of teachers surveyed had considered leaving their positions during the 2022-23 school year, with more than half considering positions outside education. Teachers describe the increased workload, ongoing stress, and lack of support from administrators and parents as factors that led them to consider leaving.

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Teachers have faced a range of challenges over the past two years. Student enrollment patterns have been studied during the COVID-19 pandemic, with many families seeking alternatives to traditional public schools, including charter and private schools. Less is known about the experiences of teachers in these alternatives. This study explored predictors of teacher job satisfaction, burnout, and morale. Of particular interest was whether these presented differently across school types. We surveyed teachers nationwide (n=798) in May 2022 to better understand their experiences. Three linear regression models were tested. Results suggested that teacher autonomy and administrative support significantly predict each of our three outcome variables. Private school teachers experienced greater job satisfaction than traditional public school teachers. Private and charter school teachers reported greater morale than traditional public school teachers. Teachers experienced burnout similarly across sectors, and teaching in a magnet school was not a significant predictor in any of the models tested.