@article {26426,
	title = {Burned out: Middle-school teachers during COVID-19},
	journal = {Frontiers in Psychology},
	volume = {13},
	year = {2022},
	pages = {802520},
	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.},
	url = {https://www.frontiersin.org/articles/10.3389/fpsyg.2022.802520/full?\&utm_source=Email_to_authors_\&utm_medium=Email\&utm_content=T1_11.5e1_author\&utm_campaign=Email_publication\&field=\&journalName=Frontiers_in_Psychology\&id=802520},
	author = {Gutentag, T. and Asterhan, C. S. C.}
}
