Teacher Burnout during COVID-19: Associations with Instructional Self-Efficacy but Not Emotion Regulation

Autor/inn/en	Daniel, Emily; Van Bergen, Penny
Titel	Teacher Burnout during COVID-19: Associations with Instructional Self-Efficacy but Not Emotion Regulation
Quelle	In: Teachers and Teaching: Theory and Practice, 29 (2023) 3, S.310-328 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Daniel, Emily) ORCID (Van Bergen, Penny)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-0602
DOI	10.1080/13540602.2023.2179615
Schlagwörter	Teacher Burnout; Self Efficacy; COVID-19; Pandemics; Teacher Attitudes; Distance Education; Classroom Techniques; Learner Engagement; Teaching Methods; Predictor Variables; Foreign Countries; Self Control; Attitude Change; Correlation; Australia + Suchen Sie Ihr Suchwort? Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Lehrer; Lehrerin; Self-efficacy; Selbstwirksamkeit; Lehrerverhalten; Distance study; Distance learning; Fernunterricht; Klassenführung; Teaching method; Lehrmethode; Unterrichtsmethode; Prädiktor; Ausland; Selbstbeherrschung; Attitudinal change; Einstellungsänderung; Korrelation; Australien
Abstract	Teachers face a range of exhausting job demands which contribute to burnout. These demands may be particularly acute during the COVID-19 pandemic, with lockdowns forcing rapid shifts to remote teaching. Yet during times of stress and upheaval, personal resources such as teaching self-efficacy and emotion regulation may protect teachers against burnout. Drawing on the Job Demands-Resources Model, this study aimed to examine the roles of self-efficacy (classroom management, student engagement, and instructional strategies self-efficacy) and emotion regulation (cognitive reappraisal and expressive suppression) as predictors of teacher burnout during the first wave of the COVID-19 pandemic. Using an online survey, 210 Australian school teachers completed measures of teaching self-efficacy, emotion regulation, and burnout while teaching remotely. Burnout was measured using the Copenhagen Burnout Inventory, which categorises burnout into personal, student-related and work-related sources. As hypothesised, lower instructional strategies self-efficacy predicted higher work-related burnout during COVID-19. Teaching experience also predicted higher burnout. Counter to the hypotheses, however, emotion regulation was unrelated. The findings indicate that different types of teaching self-efficacy may be beneficial in protecting teachers from burnout from different sources. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01