Factors Contributing to Teacher Burnout During COVID-19

By Tim Pressley. 2021

410 citations recorded by the source corpus.

As teachers returned to the classroom for the 2020–2021 school year, they faced new and challenging environments, instructional approaches, and roles as educators. The current study is one of the first empirical studies that identified factors contributing to teacher burnout due to COVID-19 (coronavirus disease) and instruction during fall 2020. Controlling for demographics, the results found significant predictors for teacher burnout-stress those being COVID-19 anxiety, current teaching anxiety, anxiety communicating with parents, and administrative support. The results are important for schools and researchers to consider when it comes to the impact of COVID-19 on teachers.

Subfields: Clinical Psychology, Social Psychology, Philosophy

View Paper: https://www.semanticscholar.org/paper/5d7bfff58e00692e5c9d32e37a7d9aeecd849a60

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

1. Cheyeon Ha
2. Gloria Obuobi-Donkor
3. B. Agyapong
4. Yifeng Wei
5. Lisa Burback

In Social Psychology

1. Cheyeon Ha
2. Gloria Obuobi-Donkor
3. B. Agyapong
4. Yifeng Wei
5. Lisa Burback
6. Tim Pressley

In Philosophy

1. Cheyeon Ha
2. Gloria Obuobi-Donkor
3. B. Agyapong
4. Yifeng Wei
5. Lisa Burback

Citations in the corpus

• Teaching during a Pandemic: United States Teachers' Self-Efficacy During COVID-19 (2021, background): “The current study included 361 participants from across the United States.”
• Stress, Burnout, Anxiety and Depression among Teachers: A Scoping Review (2022, methodology): “For example, during the pandemic, teachers had to adopt and adjust to teaching online, and virtual instruction teachers had the most increased anxiety [58].”