Teachers’ emotional exhaustion during the COVID-19 pandemic: Levels, changes, and relations to pandemic-specific demands

Klusmann, Uta; Aldrup, Karen; Roloff-Bruchmann, Janina; Carstensen, Bastian; Wartenberg, Gyde; Hansen, Júlia; Hanewinkel, Reiner

doi:10.1016/j.tate.2022.103908

Cited by 42 publications

(39 citation statements)

References 62 publications

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“…It was assumed that such positive changes were initially associated with the period of adaptation and the disorganization of the university's online educational services. The workload on the teaching staff has especially increased, as follows: (1) adaptation to new methods of teaching and assessing students, (2) mastering electronic gadgets, (3) increasing the scope of checking written works and constantly checking them for anti-plagiarism, (4) the severity of evaluating practical and communication skills, and (5), because some teachers joined the front line in the fight against COVID-19, the hourly workload on the remaining teachers increased (Johnson and Coleman, 2021;Lizana et al, 2021;Billett et al, 2022;Rǎducu and Stanculescu, 2022;Westphal et al, 2022;Klusmann et al, 2023). On the other hand, stressors were also observed among students through (1) buying the necessary gadgets to participate in classes and (2) adapting to new learning environments and technologies (O'Byrne et al, 2021).…”

Section: Discussionmentioning

confidence: 99%

Medical education during the coronavirus disease pandemic and students’ mental health: A one-year follow-up

et al. 2022

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BackgroundThe coronavirus disease (COVID-19) pandemic has affected medical education and psychosomatic health of medical students. In this follow-up study, conducted 1 year after the transition to online learning (OL), we aimed to investigate changes in student mental health and identify factors associated with academic burnout and changes in medical education caused by the pandemic.Materials and methodsThis study compares the burnout rate and psychosomatic status (depression, anxiety, somatic symptoms) of medical students at Astana Medical University using an online questionnaire-based repeated cross-section design of the pre-pandemic period (September–November 2019), the initial period of the pandemic (April 2020), and the current study (March 9–30, 2021). In the pre-pandemic period, students studied only in a face-to-face format. Moreover, the current study (March, 2021) analyzed factors associated with academic burnout and changes in medical education caused by the pandemic. Statistical methods included mean comparison, frequency, and regression analysis.ResultsData from a representative sample of undergraduate students were analyzed (n = 975, 58% of them participated in the previous study). The burnout rate was found to be lower compared with the period of traditional education (pre-COVID-19) and did not significantly differ from the initial period of the introduction of online learning (the initial period of the COVID-19 pandemic). The levels and prevalence of depression and anxiety also showed similar patterns. The prevalence of somatic symptoms has increased compared to the initial period of the pandemic, although it has not reached the level obtained in the pre-COVID-19 period. The negative changes caused by OL in medical education and learning effectiveness have been associated with burnout. Factors associated with burnout, learning effectiveness, dissatisfaction with the quality of OL organization, and deterioration of medical education have been identified.ConclusionThe medical education and mental health of medical students has undoubtedly undergone changes in the transition to OL due to the COVID-19 pandemic. Factors such as changing the content of education, the organization of the educational process and support from the school, the nature of student-teacher, student-school and student-student relationships, the possibility of mastering various skills and financial problems caused by the pandemic, played a significant role in the academic life of students. The results obtained have potential applications in organizing and improving the quality of continuing medical education in an era of global healthcare crises such as the COVID-19 pandemic.

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Section: Discussionmentioning

confidence: 99%

Medical education during the coronavirus disease pandemic and students’ mental health: A one-year follow-up

et al. 2022

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“…Various cross-sectional studies have already investigated teachers’ emotions and motivation during the COVID-19 pandemic. Many of them have found relatively high stress levels at different time points during the pandemic (e.g., Ma et al, 2022) in several countries (e.g., Kim et al, 2022; Klusmann et al, 2023; Sánchez-Pujalte et al, 2021). For instance, Pellerone (2021) compared burnout levels between two cohorts of Italian teachers – one before COVID-19 (2019) and one during COVID-19 (2020) – and found a higher level of burnout in the latter.…”

Section: Teachers’ Emotional Exhaustion and Enthusiasm During The Pan...mentioning

confidence: 99%

“…In contrast, challenges with managing student behavior (e.g., in online courses or in classrooms; Herman et al, 2021) or difficulties with digital technology (e.g., technical problems with internet or learning management system; Stang-Rabrig et al, 2022) emerged as job demands, which were associated with lower levels of well-being. In terms of personal characteristics, health concerns (e.g., fear of being infected with COVID-19; Klusmann et al, 2023) and maladaptive coping strategies (e.g., denial or self-blaming; MacIntyre et al, 2020) were related to lower teacher well-being.…”

Section: Teachers’ Emotional Exhaustion and Enthusiasm During The Pan...mentioning

confidence: 99%

Teachers’ Emotional Exhaustion and Teaching Enthusiasm Before Versus During the COVID-19 Pandemic

Voss,

Klusmann,

Bönke

et al. 2023

Zeitschrift für Psychologie

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Because of the sudden removal of teachers’ work routines, we investigated pandemic-related changes in mathematics teachers’ emotional exhaustion and teaching enthusiasm. We drew on data from a 15-year longitudinal study, including four prepandemic (2007–2019) and two pandemic (2021 and 2022) measurement points. During the COVID-19 pandemic, N = 194 teachers participated in 2021 and N = 214 in 2022. The results from latent growth curve models indicated a pronounced increase in emotional exhaustion and a decrease in enthusiasm during the pandemic. We also found that good technical equipment and high openness represent resources associated with a lower increase in emotional exhaustion, whereas difficulties with students during the COVID-19 pandemic and high extraversion were risk factors. Like in other occupations, these results indicate that COVID-19 negatively affected teachers’ experiences and highlight the need to support teachers to avoid further negative consequences for teachers and students.

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“…Respecto del estrés, el nivel reportado por el profesorado fue moderado, lo cual indica que con frecuencia han sentido inquietud, enfado, reacciones exageradas; dificultades para relajarse y descargar tensión; poco tolerantes. Siendo la docencia uno de los trabajos más susceptibles a desarrollar estrés en el último tiempo (Klusmann et al, 2023;Zhang et al, 2023). Este estado psicológico en el profesorado se ha agudizado y, por tanto, se convierte en una alerta a tener en cuenta para la reestructuración de las prácticas y relaciones sociales que se tienen en cada establecimiento educacional (Robinson et al, 2023).…”

Section: Niveles De Depresión Ansiedad Y Estrés En El Profesorado De ...unclassified

Programa psicoeducativo aplicado en el profesorado como mecanismo de retribución a las escuelas participantes de una investigación

Sáez-Delgado

López-Angulo

Mella-Norambuena

et al. 2023

LATAM

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Uno de los desafíos para los investigadores es generar mecanismos de retribución a los participantes de los proyectos de investigación como parte de los estándares éticos del procedimiento de campo. En este contexto, una investigación llevada a cabo en escuelas de educación secundaria respondió a este requerimiento consultando a los propios participantes sobre intereses de retribución. Se solicitó por parte de la comunidad educativa investigar sobre la salud mental producto de la sobrecarga laboral en escuelas vulnerables. Por lo tanto, este estudio se propuso (1) describir los niveles de depresión, ansiedad y estrés en el profesorado y (2) describir un programa aplicado como estrategia de intervención psicoeducativa basada en el “Modelo de consulta” para promover la salud mental. Se empleó un enfoque mixto. En la fase cuantitativa participaron 40 profesores y en la cualitativa participaron 13 profesionales de la educación en Chile. Se realizaron análisis estadísticos descriptivos y con los resultados de esta fase se diseñó una intervención psicoeducativa. La fase 1 reveló niveles de estrés y depresión moderados, también ansiedad severa. La fase 2 mostró que posterior a la intervención los participantes declararon conocer nuevas estrategias para lidiar con las dificultades de la vida cotidiana y técnicas o recursos para mantener una adecuada salud mental. Los profesores luego de su participación en la intervención aumentaron su conocimiento en estrategias y técnicas de manejo del estrés y la ansiedad.

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Teachers’ emotional exhaustion during the COVID-19 pandemic: Levels, changes, and relations to pandemic-specific demands

Cited by 42 publications

References 62 publications

Medical education during the coronavirus disease pandemic and students’ mental health: A one-year follow-up

Medical education during the coronavirus disease pandemic and students’ mental health: A one-year follow-up

Teachers’ Emotional Exhaustion and Teaching Enthusiasm Before Versus During the COVID-19 Pandemic

Programa psicoeducativo aplicado en el profesorado como mecanismo de retribución a las escuelas participantes de una investigación

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