Gutentag Tony, Asterhan Christa S C
Seymour Fox School of Education, The Hebrew University of Jerusalem, Jerusalem, Israel.
Front Psychol. 2022 Mar 10;13:802520. doi: 10.3389/fpsyg.2022.802520. eCollection 2022.
During the height of the COVID-19 pandemic, teachers around the globe had been forced to move their teaching to full-time online, remote teaching. In this study, we aimed at understanding teacher burnout during COVID-19. We conducted a survey among 399 teachers at the peak of a prolonged physical school closure. Teachers reported experiencing more burnout during (vs. before) the COVID-19 pandemic. Contributing factors 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 psychological wellbeing: More depressive and anxiety symptoms, and lower subjective wellbeing. Approach (but not avoid) coping strategies served as a protective factor against the burnout-turnover intentions association. We conclude with recommendations on how to mitigate teacher burnout, thereby contributing to teacher wellbeing.
在新冠疫情最严重的时期，全球各地的教师都被迫将教学工作完全转移到线上远程教学。在这项研究中，我们旨在了解新冠疫情期间教师的职业倦怠情况。我们在学校长期停课高峰期对399名教师进行了一项调查。教师们报告称，在新冠疫情期间（与疫情之前相比）经历了更多的职业倦怠。导致这种职业倦怠的因素包括家庭与工作的高度冲突以及在线教学能力低下。职业倦怠与较低的工作幸福感相关：工作投入度降低，离职意愿增强。它还与较低的心理健康水平相关：更多的抑郁和焦虑症状，以及较低的主观幸福感。积极应对（而非回避）策略是防止职业倦怠与离职意愿之间关联的保护因素。我们最后提出了关于如何减轻教师职业倦怠的建议，从而促进教师的幸福感。
