Abstract:

During the height of the COVID-19 pandemic, teachers around the globe had beenforced to move their teaching to full-time online, remote teaching. In this study, we aimedat understanding teacher burnout during COVID-19. We conducted a survey among399 teachers at the peak of a prolonged physical school closure. Teachers reportedexperiencing more burnout during (vs. before) the COVID-19 pandemic. Contributingfactors to this burnout were high family work conflict and low online teaching proficiency.Burnout was associated with lower work-related wellbeing: Lower work commitment,and higher turnover intentions. It was also associated with lower psychologicalwellbeing: More depressive and anxiety symptoms, and lower subjective wellbeing.Approach (but not avoid) coping strategies served as a protective factor against theburnout-turnover intentions association. We conclude with recommendations on howto mitigate teacher burnout, thereby contributing to teacher wellbeing.

Publisher's Version