Educator burnout in the age of COVID-19: A mediation analysis of perceived stressors, work sense of coherence, and sociodemographic characteristics

McDaniel, Sara C.; Mahatmya, Duhita; Bruhn, Allison L.

doi:10.1016/j.tate.2023.104384

Cited by 4 publications

(3 citation statements)

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“…Teacher burnout was a topic of concern prior to the COVID-19 pandemic (e.g., Chang, 2009), and since the COVID-19 pandemic, these concerns have only increased (e.g., Chan et al, 2021;Pressley, 2021). Teachers have experienced increased workloads (e.g., McDaniel et al, 2024;Sokal et al, 2020;Walter & Fox, 2021), a lack of resources (e.g., Marshall et al, 2023a), increased stress (e.g., Leger et al, 2024; Sokal et al, 2021), and the challenges of combating student learning loss (e.g., Darling-Aduana et al, 2022;. Previous research has also found that teacher burnout negatively affects educators' well-being and students' well-being and learning outcomes (Bradshaw et al, 2023;Hascher & Waber, 2021;Pap et al, 2023).…”

Section: The Relationship Between Access To Mental Health Resources A...mentioning

confidence: 99%

“…As workloads escalated and the demand for support grew, it became customary for teachers to extend their work hours well beyond the usual school day, frequently exceeding a standard 40-hour workweek (Kaden, 2020;Love & Marshall, 2022;Soncini et al, 2023). The sense of being overworked has continued beyond the pandemic as teachers have felt pressure to limit the learning loss and increase student standardized test scores (e.g., Amitai & Van Houtte, 2022;McDaniel et al, 2024).…”

Section: Teacher Burnout and Mental Healthmentioning

confidence: 99%

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The Relationship between Access to Mental Health Resources, Administrative Support, and Teacher Burnout

Pressley,

Marshall,

Odeniyi

et al. 2024

Preprint

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Using the Job Demands-Resources model, this study explored the impact of administrative support and mental health resources on teacher burnout. The sample included 822 PK-12 teachers across the United States, representing 46 states. Data were analyzed using hierarchical regression modeling. The results showed that access to mental health resources such as mindfulness programming and mental health days had a positive effect on teacher burnout. Teachers with greater support from their administrators, including support with student behavior, similarly reported lower levels of burnout. These findings suggest that mental health resources school administrators may play a vital role in providing appropriate and necessary support for limiting teacher burnout. We conclude with implications for teacher mental health.

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Section: The Relationship Between Access To Mental Health Resources A...mentioning

confidence: 99%

Section: Teacher Burnout and Mental Healthmentioning

confidence: 99%

The Relationship between Access to Mental Health Resources, Administrative Support, and Teacher Burnout

Pressley,

Marshall,

Odeniyi

et al. 2024

Preprint

View full text Add to dashboard Cite

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“…Given the extreme stress experienced within the teaching profession during the COVID-19 pandemic (e.g., Ozamiz-Etxebarria et al, 2021;Pressley, 2021), a renewed focus on teacher burnout comes at a critical time (Garwood, 2023;McDaniel et al, 2024). Defined as "a psychological syndrome emerging as a prolonged response to chronic interpersonal stressors on the job" (Maslach & Leiter, 2016, p. 103), the concept of burnout captures the experience of increasing exhaustion and compromised commitment to the job.…”

mentioning

confidence: 99%

Enhancing Teachers’ Capacity to Manage Classroom Behavior as a Means to Reduce Burnout: Directed Consultation, Supported Professionalism, and the BASE Model

Dawes,

Sterrett,

Brooks

et al. 2024

Journal of Emotional and Behavioral Disorders

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More than a buzzword, teacher burnout captures the zeitgeist of the last few years as schools grapple with the challenges of education in a post-COVID-19 pandemic world. Garwood sounds an alarm and issues a call to action to address teacher burnout given its implications on students in general and, more specifically, on its implications for the fidelity of service delivery interventions for those students most in need. Of the malleable factors related to burnout, this article focused on teachers’ capacity to manage classroom behavior and discusses the potential of the Behavioral, Academic, and Social Engagement (BASE) Model to disrupt processes that can lead to teacher burnout. To illustrate the model’s potential, we present perspectives from middle school teachers shared in focus groups about challenging classroom behaviors and their professional development needs, and we discuss how the BASE Model can help address teachers’ capacity for managing their classroom context. Implications for teacher training and supported professionalism to reduce burnout are discussed.

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Withdrawing from involution: The “lying flat” phenomenon of music teachers in China

Cheng,

Diao,

Wang

et al. 2024

Teaching and Teacher Education

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Educator burnout in the age of COVID-19: A mediation analysis of perceived stressors, work sense of coherence, and sociodemographic characteristics

Cited by 4 publications

References 48 publications

The Relationship between Access to Mental Health Resources, Administrative Support, and Teacher Burnout

The Relationship between Access to Mental Health Resources, Administrative Support, and Teacher Burnout

Enhancing Teachers’ Capacity to Manage Classroom Behavior as a Means to Reduce Burnout: Directed Consultation, Supported Professionalism, and the BASE Model

Withdrawing from involution: The “lying flat” phenomenon of music teachers in China

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