Effects of Autonomy Support and Emotion Regulation on Teacher Burnout in the Era of the COVID-19 Pandemic

Chang, Mei-Lin; Gaines, Rachel E.; Mosley, Kristen C.

doi:10.3389/fpsyg.2022.846290

Cited by 20 publications

(18 citation statements)

References 80 publications

(135 reference statements)

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“…A more complex view, which considers both individual teacher and school contextual aspects of their well-being at school, received more attention recently, considering that some sociodemographic aspects may also play an important role [ 52 ]. It is possible to consider that self-care is both individual and community.…”

Section: Discussionmentioning

confidence: 99%

Well-Being and Mental Health in Teachers: The Life Impact of COVID-19

Flores

Caqueo-Urízar

Escobar

et al. 2022

IJERPH

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The impact of the pandemic on teachers’ mental health has also been an important issue. The aim of the study was to analyze the vital impact of COVID-19, spirituality, and the use of social-emotional strategies on teacher well-being, mediated by mental health. The sample was non-random, inviting all teachers in a city North of Chile to participate in the study. The sample consisted of 624 teachers. A total of 74.4% were women and 25.6% were men. The mean age was 44.1 and the standard deviation was 11.9. A total of 56.4% belonged to public schools and 43.6% belonged to subsidized schools. Structural equations were used to analyze the data, finding a mental health mediating effect between the death of a close person, affected areas and family history with life satisfaction. Spirituality and the use of socio-emotional strategies self-applied by the teachers had no direct relationship with their mental health, so their mediating effect in relation to life satisfaction was discarded. Teachers who used social-emotional strategies, as well as those who reported higher levels of spirituality, obtained greater satisfaction with life, both general and specifically. Women had higher levels of depression, anxiety and stress symptomatology, but also higher levels of life satisfaction. The implications are discussed.

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Section: Discussionmentioning

confidence: 99%

Well-Being and Mental Health in Teachers: The Life Impact of COVID-19

Flores

Caqueo-Urízar

Escobar

et al. 2022

IJERPH

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“…During the pandemic, social support – from school leadership, colleagues, or in the private environment – is also considered highly relevant ( Sokal et al, 2020b ; Jakubowski and Sitko-Dominik, 2021 ; Kim et al, 2022 ). For example, teachers who experience their school leadership as autonomy-supportive report less burnout and emotional exhaustion ( Collie, 2021 ; Chang et al, 2022 ). Further research should examine which type of social support is helpful for teachers during the COVID-19 pandemic.…”

Section: Discussionmentioning

confidence: 99%

“…During the pandemic, social support -from school leadership, colleagues, or in the private environment -is also considered highly relevant (Sokal et al, 2020b;Jakubowski and Sitko-Dominik, 2021;Kim et al, 2022). For example, teachers who experience their school leadership as autonomy-supportive report less burnout and emotional exhaustion (Collie, 2021;Chang et al, 2022) (Voss and Kunter, 2020). Accordingly, the exchange of materials and literature seems to be of greater relevance in how prospective teachers experience emotional exhaustion than is the emotional support of peers.…”

Section: Discussionmentioning

confidence: 99%

“…The values were above the theoretical mean. Teachers from the United States, Spain, and Finland also reported high levels of stress, burnout, and negative emotions ( Ozamiz-Etxebarria et al, 2021 ; Pöysä et al, 2021 ; Chang et al, 2022 ). However, a study of German teachers found a decrease in workload and fatigue after the first lockdown ( Hilger et al, 2021 ).…”

Section: Introductionmentioning

confidence: 99%

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Teachers’ emotional exhaustion before and during the COVID-19 pandemic: Neither emotional exertion nor vacation feeling

Bleck

Lipowsky

2022

Front. Psychol.

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PurposeIn this paper, we use latent change models to examine the changes in in-service teachers’ emotional exhaustion before and during the COVID-19 pandemic. As a result of the pandemic, teachers are confronted with challenging tasks, which can lead to stress and burnout. Resultingly, teachers’ stress experiences have been examined in different studies. However, often the change in those experiences remains unclear. Against this background, we investigate longitudinally how the emotional exhaustion of a cohort of German teachers changes. In addition, we examine whether gender, age, teaching degree studied, or the amount of time spent in distance learning affected the change during the pandemic.MethodsWe surveyed German veteran teachers (N = 382) about their emotional exhaustion at three measurement points. The first two surveys were before the COVID-19 pandemic (t1: winter 2016/2017; t2: spring: 2019), and the third measurement point was after the first lockdown Germany in summer 2020 (t3). To answer the research questions, we used neighbor-change models.ResultsEmotional exhaustion increased between the first two measurement points (t1, t2) but decreased in the following period (t2, t3). The changes in the two periods did not differ significantly from each other. Neither gender, age, nor the teaching profession studied influenced the change in emotional exhaustion. The hours spent in distance learning were also not a significant predictor.ConclusionIn summary, the COVID-19 pandemic does not appear to be associated with higher emotional exhaustion across the veteran teachers. However, there are some teachers whose emotional exhaustion rises to high levels. Those teachers deserve special attention.

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“…In order to tackle thwarting of teachers' competence, responses from American high school teachers have highlighted necessary administrative support in several areas, such as providing tools and related professional development, counseling, support, tips, and resources, including those which can improve the interactions among teachers, students and parents ( 32 ). In terms of autonomy, several studies have reported the impact of lack of administrative support on reduced work autonomy among teachers ( 33 ) while advocating for specific administrative actions to enhance autonomy, including clear curriculum guidelines for online teaching, provision of appropriate online platforms, scheduling of “self-care” time during the day, surveying of teachers to assess their needs, and expressing interest in teachers' input. In terms of relatedness, administrative support is a protective factor in terms of burnout, with emotional support, monitoring, provision of mental health to promote self-care, support for parent-teacher communication, and top-down guidance critical to the prevention of relatedness thwarting ( 34 ).…”

Section: Introductionmentioning

confidence: 99%

Evaluating a cross-lagged panel model between problematic internet use and psychological distress and cross-level mediation of school administrator support on problematic internet use: The serial mediating role of psychological needs thwarting of online teaching and psychological distress

Chen

Chen²,

Gamble³

et al. 2022

Front. Public Health

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BackgroundTo reduce the transmission of COVID-19, many teachers across the globe, including teachers in China, were required to teach online. This shift to online teaching can easily result in psychological need thwarting (PNT) of teachers' psychological basic needs (autonomy, competence, and relatedness), leaving them vulnerable to negative psychological outcomes. Resulting negative emotional state may lead to problematic internet use (PIU), which can lead to further psychological distress, forming a vicious cycle.MethodsThe present study was conducted using a cross-lagged panel model (with longitudinal data) and hierarchical linear modeling (HLM) (with cross-sectional data). The aims were to investigate (i) the reciprocal relationships between two specific forms of PIU [problematic social media use (PSMU) and problematic gaming (PG)] and psychological distress among schoolteachers, and (ii) the influence of administrators' support on schoolteachers' PIU through a cross-level serial mediation model (PNT of online teaching was the first mediator and psychological distress was the second mediator affected by PNT of online teaching). Primary and secondary schoolteachers (N = 980; mean age = 34.76; 82.90% females) participated in two surveys (Time 1: mid-November 2021; Time 2: early-January 2022).ResultsResults indicated that (i) high psychological distress at Time 1 was associated with increased levels of PSMU and PG at Time 2. Inversely, PG at Time 1 was associated with increased psychological distress at Time 2, although PSMU at Time 1 did not have a significant influence on psychological distress at Time 2; (ii) during Time 1, increased administrative support contributed to alleviating teachers' psychological needs thwarting of online teaching, thereby lowering their psychological distress which, in turn, resulted in a decrease in PG.ConclusionPG had a stronger negative influence on teachers' psychological distress than PSMU. To relieve teachers' PG, administrative support can alleviate teachers' psychological needs thwarting of online teaching and psychological distress. Based on this finding, school managers must consider effective ways to support teachers during mandatory online teaching.

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Effects of Autonomy Support and Emotion Regulation on Teacher Burnout in the Era of the COVID-19 Pandemic

Cited by 20 publications

References 80 publications

Well-Being and Mental Health in Teachers: The Life Impact of COVID-19

Well-Being and Mental Health in Teachers: The Life Impact of COVID-19

Teachers’ emotional exhaustion before and during the COVID-19 pandemic: Neither emotional exertion nor vacation feeling

Evaluating a cross-lagged panel model between problematic internet use and psychological distress and cross-level mediation of school administrator support on problematic internet use: The serial mediating role of psychological needs thwarting of online teaching and psychological distress

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