Understanding Teacher Burnout Following COVID-19

Pressley, Tim; Marshall, David T.; Moore, Teanna

doi:10.31235/osf.io/6adtb

Cited by 3 publications

(4 citation statements)

References 42 publications

(36 reference statements)

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“…For example, teachers' resilience to continue to be involved in teaching and learning processes was found to encompass the people, the socioeconomic system, and the relationships [42]. Similarly, recent studies that focused on teachers' self-efficacy during the pandemic found that teachers' self-efficacy decreased and was associated with overall stress and burnout [14,31].…”

Section: Discussionmentioning

confidence: 99%

“…In this study, we examine the well-being of Arab teachers in Israel upon schools reopening during the COVID-19 pandemic by employing the Job Demands-Resources Model (JD-R model) [29], given its suitability for examining teaching contexts and teacher's professional well-being [30,31]. The JD-R model suggests that demands and resources (both professional and personal) can predict workers' well-being and performance [32].…”

Section: The Current Studymentioning

confidence: 99%

“…A teacher's career entails job demands including emotionally caring for students, lesson planning, and grading, while job resources include professional development, feedback from peer observations, availability of resources that support teaching and learning, teacher autonomy, and professional development [30]. In recent studies, job resources and job demands were associated with teacher well-being [6,31,33]. Teacher burnout and declining mental health and well-being during the COVID-19 pandemic has been associated with increasing rates of teacher attrition [3].…”

Section: The Current Studymentioning

confidence: 99%

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Arab Teachers’ Well-Being upon School Reopening during COVID-19: Applying the Job Demands–Resources Model

et al. 2023

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Once the major threat of the COVID-19 pandemic diminished, schools reopened, and teachers once again had to cope with unprecedented challenges. The impact of these challenges on the emotional well-being of Arab teachers, who have a unique set of challenges within the Israeli school educational system, has received little attention in the recent literature. In this cross-sectional study, we examined 300 Arab teachers’ well-being in Israel in May 2021, three months after schools were reopened. All study hypotheses were confirmed. Findings indicate the need to promote a sense of well-being among Arab teachers in stressful conditions and to design solutions specifically tailored to support them in accordance with their cultural and social characteristics. Israel’s Ministry of Education should encourage school administrators to seek ways to provide a supportive environment for Arab teachers in school environments in order to improve their performance and retention, and maintain their well-being.

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Section: Discussionmentioning

confidence: 99%

Section: The Current Studymentioning

confidence: 99%

Section: The Current Studymentioning

confidence: 99%

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Arab Teachers’ Well-Being upon School Reopening during COVID-19: Applying the Job Demands–Resources Model

et al. 2023

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“…Student behaviour has been identified as a significant contributor to teacher burnout, [7] especially when it comes to managing disruptive or uncooperative students. For Ukrainian EFL teachers, language barriers, cultural differences, or students' lack of motivation to learn English may exacerbate these challenges.…”

Section: Complex Interplay Of Factorsmentioning

confidence: 99%

Determinants influencing burnout levels among Ukrainian EFL educators: theoretical constructs and personal experience

Nykyporets

2023

InterConf+

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The purpose of this article is to explore and analyse the theoretical aspects of factors affecting burnout levels among Ukrainian EFL (English as a Foreign Language) teachers. This article aims to provide a comprehensive understanding of the main contributors to teacher burnout and stress, as well as examine the potential impact of the socio-political and educational context in Ukraine. By delving into these factors, the article seeks to offer valuable insights for improving teacher well-being and retention, and ultimately, enhance the quality of English language education in Ukraine. This investigation synthesized and analysed existing literature on burnout among Ukrainian EFL teachers, revealing a complex interplay of work-related factors, such as workload, classroom management, and student behaviour, and the unique socio-political context in Ukraine. The ongoing conflict and political turmoil in Ukraine, coupled with language policy reforms and national testing systems, have emerged as critical factors affecting EFL teachers’ burnout levels. Additionally, the full-scale armed aggression of Russia against Ukraine has further heightened stress and burnout among teachers due to the disruption of normal school functioning and increased emotional and psychological demands. Addressing the specific challenges faced by EFL teachers in Ukraine, including the impact of the armed aggression, is crucial for promoting well-being and resilience. Previously unsolved aspects of the problem, such as the cumulative impact of multiple factors and coping strategies, warrant further investigation. The insights gained from this analysis can inform the development of targeted interventions and strategies to support teacher well-being and retention, ultimately enhancing the quality of English language education in Ukraine. A continued focus on understanding and addressing burnout among Ukrainian EFL teachers is essential for fostering a sustainable and resilient teaching workforce. The scientific novelty of this investigation lies in its comprehensive analysis of the factors contributing to burnout among Ukrainian EFL teachers, with a particular emphasis on the unique socio-political context and ongoing armed aggression. By synthesizing and analysing existing literature, this investigation identifies previously unsolved aspects of the general problem and highlights potential avenues for future research. The insights gained from this study contribute to the existing body of knowledge on teacher burnout and inform the development of targeted interventions and strategies to support teacher well-being and retention in the specific context of Ukraine. The practical value of this research is its potential to inform the development of targeted interventions and strategies that address the specific challenges faced by Ukrainian EFL teachers, ultimately supporting their well-being and retention. By identifying key factors contributing to burnout, this investigation provides valuable insights for policymakers, educational institutions, and teacher support services in designing and implementing effective measures to mitigate teacher burnout. The findings also highlight the importance of offering tailored professional development opportunities, promoting positive teacher-student relationships, and addressing workload and classroom management challenges. This research serves as a foundation for fostering a more sustainable and resilient teaching workforce, which is essential for enhancing the quality of English language education in Ukraine.

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Self-Perceived Instructional Competence, Self-Efficacy and Burnout during the Covid-19 Pandemic: A Study of a Group of Italian School Teachers

Pellerone

2021

EJIHPE

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Prolonged school closures, forced isolation, and mutations in social interactions due to the COVID-19 pandemic have posed challenges for actors in the educational context; teachers, in particular, have had to develop new instructional strategies to ensure that lessons could continue. The present research measures in a group of 374 Italian teachers—curricular and specialist support teachers—the relationship between self-perceived instructional competence, self-efficacy, and burnout. The present research, conducted between April and December 2020, represents the second part of a larger study conducted from November 2018 to October 2019, which was replicated during COVID-19. Participants completed an anamnestic questionnaire, the Assessment Teaching Scale, and the Maslach Burnout Inventory in both phases of research; an ad hoc questionnaire (to measure teaching practices) and the Teacher Sense of Self Efficacy Scale were added in the second phase. Data confirm that general level of burnout increased and personal accomplishment was reduced during the pandemic; elevated personal accomplishment appears to be a predictor of emotional, socio-relational, and didactic competences before and during the pandemic. Feelings of frustration and accomplishment represent some manifestations of distress caused by the pandemic condition; these dynamics favor the crystallization of roles and behaviors towards the perception of metacognitive teaching processes.

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Understanding Teacher Burnout Following COVID-19

Cited by 3 publications

References 42 publications

Arab Teachers’ Well-Being upon School Reopening during COVID-19: Applying the Job Demands–Resources Model

Arab Teachers’ Well-Being upon School Reopening during COVID-19: Applying the Job Demands–Resources Model

Determinants influencing burnout levels among Ukrainian EFL educators: theoretical constructs and personal experience

Self-Perceived Instructional Competence, Self-Efficacy and Burnout during the Covid-19 Pandemic: A Study of a Group of Italian School Teachers

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