Burnout, Workload, and Morale:  Describing Teacher Experiences at the Conclusion of a Pandemic Year

Marshall, David T.; Shannon, David; Love, Savanna M.; Neugebauer, Natalie M.

doi:10.31235/osf.io/cnxp6

Cited by 8 publications

(10 citation statements)

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“…The current study's findings align with previous work on teacher well-being and the role of factors such as administrative support and job satisfaction in teacher well-being (Jakubowski & Sitko-Dominik, 2021;Sokal et al, 2021;Walter & Fox, 2021). Specifically, the low teacher morale is not surprising as Marshall et al (2022b) found teachers had lower morale at the end of the 2020-2021 school year. What is concerning is that the current findings suggest the low morale has continued through another school year.…”

Section: Discussionsupporting

confidence: 88%

“…The results of this exploratory study suggest that teachers had low levels of teacher morale and mental health at the conclusion of the 2021-2022 school year. A similar survey was conducted at the conclusion of the 2020-2021 school year (Marshall et al, 2022b). In that study, the researchers similarly operationalized teacher morale (Senechal et al, 2016), and found that 29.5% of teachers reported low levels of morale, compared to 53.6% in May 2022 -an 82% increase over the span of a single year.…”

Section: Discussionmentioning

confidence: 94%

“…Other studies conducted throughout the pandemic saw increased teacher anxiety and depression (Jakubowski & Sitko-Dominik, 2021;Sokal et al, 2021;Walter & Fox, 2021). This had an overall impact on teacher well-being and led to lower morale and life-work balance by the end of the 2020-2021 school year (Marshall et al, 2022b). However, some teachers found ways to limit the mental strain.…”

Section: Teacher Morale and Mental Health Following The Covid-19 Pand...mentioning

confidence: 96%

“…Demoralization occurs when teachers believe they are 'violating basic moral expectations that educators should embody: do not harm students, support student learning, engage in behavior becoming of a professional' (Santoro, 2018, p. 43). Over the course of the pandemic, teachers have faced new demoralization issues that have challenged their morale (Marshall et al, 2022b). These challenges included instructional requirements that did not meet student learning needs, limited parental support (Pressley, 2021a(Pressley, , 2021b, and limited mental health resources (Marshall et al, 2020;Roman, 2020).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

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Teacher Morale and Mental Health at the Conclusion of the COVID-19 Pandemic

Pressley¹,

Marshall²,

Love³

et al. 2022

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As teachers entered the 2021-2022 school year, schools tasked teachers with the challenge of closing the learning loss gap, maintaining the same standards as a typical school year, implementing COVID-19 safety protocols, and teaching to grade-level grades standards. The current study used the theoretical framework of teacher demoralization to explore teacher morale and mental health at the end of the 2021-2022 school year. The sample included 830 PK-12 individual teachers from across the United States. Analysis used Pearson’s correlations and the hierarchical multiple regression model to determine predictor variables. The results found significant predictors for both teacher morale and mental health. Implications focus on steps school leaders can take to support teacher well-being.

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Section: Discussionsupporting

confidence: 88%

Section: Discussionmentioning

confidence: 94%

Section: Teacher Morale and Mental Health Following The Covid-19 Pand...mentioning

confidence: 96%

Section: Theoretical Frameworkmentioning

confidence: 99%

See 2 more Smart Citations

Teacher Morale and Mental Health at the Conclusion of the COVID-19 Pandemic

Pressley¹,

Marshall²,

Love³

et al. 2022

Preprint

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“…Additionally, schools should be cognizant of the amount of work they ask of teachers, as teachers reported increased workloads throughout the COVID-19 pandemic (Love & Marshall, 2022;Marshall et al, 2022e;Walter & Fox, 2021). School leaders must provide flexibility and set realistic expectations for teachers, understanding that students are behind and trusting teachers to make sound decisions to support student learning (Chan et al, 2021;Walter & Fox, 2021).…”

Section: Discussionmentioning

confidence: 99%

Understanding Teacher Burnout Following COVID-19

Pressley¹,

Marshall²,

Moore³

2022

Preprint

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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, we collected survey data from 779 teachers across the United States. 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 2021-2022 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.

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“At Some Point We're Going to Reach Our Limit”: Understanding COVID‐19's impact on teacher burnout and subjective mental health

Marshall,

Smith,

Love

et al. 2023

Psychology in the Schools

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Teachers have faced a variety of challenges since the onset of COVID‐19 in the spring of 2020, including increased workloads, a range of modalities, and COVID‐19 protocols. The challenges associated with teaching during the COVID‐19 pandemic have led to increased burnout and stress, as well as diminished well‐being and mental health in teachers. This study seeks to explore teacher burnout and subjective mental health from the start of the pandemic to the end of the 2020–21 school year. To better understand teachers' experiences during this time, we conducted a nationwide survey (n = 302) with teachers between May and June 2021, as well as four focus groups and four one‐on‐one interviews in the fall of 2021. Results suggest that teachers' subjective mental health, morale, and work‐life balance have significantly declined since the beginning of the pandemic. Teachers reported feeling anxious and burned out from teaching due to greater workloads and decreased support from administrators and parents. We conclude by discussing the implications of teacher subjective mental health and burnout and offer suggestions for better supporting teachers, practitioners, and their mental well‐being.

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Burnout, Workload, and Morale: Describing Teacher Experiences at the Conclusion of a Pandemic Year

Cited by 8 publications

References 0 publications

Teacher Morale and Mental Health at the Conclusion of the COVID-19 Pandemic

Teacher Morale and Mental Health at the Conclusion of the COVID-19 Pandemic

Understanding Teacher Burnout Following COVID-19

“At Some Point We're Going to Reach Our Limit”: Understanding COVID‐19's impact on teacher burnout and subjective mental health

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