A Recovery Pathway After COVID-19 Teacher Burnout

Burnout in the helping professions, including teaching, has been well documented for over fifty years and has been captured within two seminal models offered by Maslach and her colleagues. For this study we interviewed 22 teachers bi-weekly to determine whether these models captured their COVID-19 pandemic work experiences during the 2020–2021 school year. Only one teacher, however, left work on a medical leave and then returned to work after burning out, and therefore provided a case study of the processes of both teacher burnout and recovery under pandemic conditions. The existing models of burnout were upheld as salient in understanding the processes of burnout during COVID-19, with specific emphasis on the job dimensions of workload and values incongruence. In particular, the values of honesty and safety were salient within pandemic conditions. Evidence-based suggestions are provided to assist teachers in supporting not only their return to teaching but also their full and long-term recovery from burnout after the COVID-19 pandemic

Supporting Teachers in Times of Change: The Job Demands- Resources Model and Teacher Burnout During the COVID-19 Pandemic

Burnout in teachers has been broadly investigated, but no studies have investigated burnout in teachers during a pandemic. The current study is based on a survey of 1278 Canadian teachers and examined whether the Job Demands-Resources model was a useful lens for examining teacher burnout in this unprecedented context. Results supported the model in general terms in that most demands were most strongly correlated with the initial exhaustion stage of burnout. However, not all resources were most strongly associated with the later stages of burnout, suggesting that the examination of specific resources in the context of a pandemic as opposed to examining resources together as a latent variable contributes to development of a more refined model. Suggestions for supporting teachers’ welfare are provided

Dynamic perspectives on education during the COVID-19 pandemic and implications for teacher well-being

Twenty teachers took part in bi-weekly interviews over the course of the 2020–2021 school year and again one year later during the COVID-19 pandemic. Comparative findings on teachers’ experiences indicated varied circumstances and a wide array of perspectives on coping during this protracted and stressful time. While some teachers demonstrated flourishing and resilience, the majority experienced a tipping point toward burnout. A small group languished, relating indicators of burnout and post-traumatic stress. Given the dynamic findings, a continuum of awareness is suggested that might assist teachers and administrators in critically assessing the range and dimensions of coping exhibited during the pandemic or subsequent stressful periods of time. With information of this nature available, we propose that school organizations could be better informed to provide supports and resources and improve worklife balance and well-being of teachers."We would like to acknowledge the Social Sciences and Humanities Research Council of Canada (SSHRC) that enabled us to conduct this research. We thank SSHRC for the support in the form of Partnership Engage Grant #1008-2020-0015."https://www.sciencedirect.com/science/article/pii/S266637402300016

Canadian teachers' attitudes toward change, efficacy, and burnout during the COVID-19 pandemic

Canadian teachers (N = 1626) took part in a longitudinal, national survey conducted at two points early in the COVID-19 pandemic. Results indicated that teacher efficacy, attitudes toward change, and perceptions of administrative support were correlated with teacher resilience and burnout at the onset of the pandemic. Over the first three months of the pandemic, teachers demonstrated increasing exhaustion and cynicism but also increased efficacy for classroom management and increased sense of accomplishment. In addition, teachers' cognitive and emotional attitudes toward change became more negative. Implications of the deficit of resources to demands that result in teacher stress and burnout over time are discussed."The current study ... was funded by an Engage grant from the Social Sciences and Humanities Research Council of Canada to the primary investigator."https://www.sciencedirect.com/science/article/pii/S266637402030016

Transformational Leadership Approaches and Their Influence on Teacher Resilience During the COVID-19 Pandemic

With stress documented beyond inherent levels in our initial research with Canadian teachers during the COVID-19 pandemic, this case study moves beyond the consideration of individual strategies to reduce burnout, toward an examination of situational approaches to support teachers during this time of disruptive change. Using the Areas of Worklife Model, we present an analysis of in-depth interviews and focus groups with Canadian educational leaders on key transformational leadership approaches that were applied during the COVID-19 pandemic. In addition to observations about contextual factors which led to imbalance and adversity for teachers, insights were gained into leadership approaches which conversely increased balance and engagement resulting in overall enhanced teacher resilience."We would like to recognize the gracious support of the Social Sciences and Humanities Research Council of Canada (SSHRC) in the form of Partnership Engage Grant #1008-2020-0015."https://articlegateway.com/index.php/JOP/article/view/501

Latent Profile Analysis of Manitoban Teachers' Burnout during the COVID-19 Pandemic

"We would like to acknowledge the generous support of the Social Sciences and Humanities Research Council of Canada in the form of an Explore Grant to Dr. Laura Sokal. We would also like to acknowledge the members of our research team on our ongoing project, funded by the Social Sciences and Humanities Research Council of Canada in the form of a Partnership Engage Grant # 1008-2020-0015, Ethics Certificate # 14993 to Dr. Laura Sokal, Dr. Lesley Eblie Trudel, and Jeff Babb, and our partners.

Is More, Better? Relationships of Multiple Psychological Well-Being Facets with Cardiometabolic Disease

Objective: Cardiometabolic disease (CMD) is a leading cause of death and disability worldwide. Assessments of psychological well-being taken at one time point are linked to reduced cardiometabolic risk, but psychological well-being may change over time and how longitudinal trajectories of psychological well-being may be related to CMD risk remains unclear. Furthermore, psychological well-being is a multidimensional construct comprised of distinct facets, but no work has examined whether sustaining high levels of multiple facets may confer additive protection. This study tested if trajectories of four psychological well-being facets would be associated with lower risk of self-reported nonfatal CMD. Method: Participants were 4,006 adults aged ≥50 years in the English Longitudinal study of Ageing followed for 18 years at biyearly intervals. Psychological well-being facets were measured in Waves 1–5 using subscales of the Control, Autonomy, Satisfaction, and Pleasure scale. Latent class growth modeling defined trajectories of each facet. Incident CMD cases were self-reported at Waves 6–9. Cox regression models estimated likelihood of incident CMD associated with trajectories of each facet individually and additively (i.e., having persistently high levels on multiple facets over time). Results: After adjusting for relevant covariates, CMD risk was lower for adults with persistently high versus persistently low levels of control and autonomy. When considering potential additive effects, lower CMD risk was also related to experiencing persistently high levels of ≥2 versus 0 psychological well-being facets. Conclusions: Findings suggest having and sustaining multiple facets of psychological well-being is beneficial for cardiometabolic health, and that effects may be additive

This is Us: Latent Profile Analysis of Canadian Teachers’ Burnout during the COVID-19 Pandemic

During the initial wave of the COVID-19 pandemic, 1,930 Canadian teachers were surveyed about their burnout and resilience levels, as well as their job demands and resources. Latent profile analysis revealed that teachers were responding to their experiences in five distinct patterns, or profiles, of burnout or resilience. Survey data were then used to match each profile group with their salient demands and resources. A continuum model of recommendations is offered to support teacher resilience as they navigate and recover from the pandemic. / Au cours de la vague initiale de la pandémie de COVID-19, 1 930 enseignants canadiens ont été interrogés sur leur degré d’épuisement professionnel et de résilience, ainsi que sur les exigences liées au travail et leurs ressources. L’analyse des profils latents a révélé que les enseignants réagissaient à ces situations selon cinq modèles ou profils distincts d’épuisement ou de résilience. Les données de l’enquête ont ensuite été utilisées pour faire correspondre chaque groupe de profils aux exigences de travail et ressources principales déclarées. Un modèle de continuum de recommandations est proposé pour soutenir la résilience des enseignants alors qu’ils traversent et se remettent de la pandémie.https://cje-rce.ca/journals/volume-45-issue-2/teacher-burnout-during-covid19

Teachers' Voices: Pandemic Lessons for the Future of Education

In late 2019 and early 2020, governments around the world closed educational institutions due to the COVID-19 pandemic. A similar response occurred in Canada and resulted in a sudden pivot by teachers from classroom-based instruction to remote teaching. During and shortly after this time, we undertook a survey study of over 2000 Canadian teachers, as well as follow-up interviews with a representative sub-set of those who took part in the initial round of the survey, to gain perspectives on teaching during the pandemic crisis. We summarize the foundations of the entire study and focus on the analysis and discussion of interview data to provide enhanced understanding of initial survey results. This study presents five lessons from the voices of teachers in the initial stages of COVID-19 in Canadian K-12 schools. Each lesson addresses a reality of teaching that was magnified by the pandemic and is highlighted for future consideration of educators in times of uncertainty and change.https://jtl.uwindsor.ca/index.php/jtl/article/view/648

Planning for Teacher Recovery from the COVID-19 Pandemic: Adaptive Regulation to Promote Resilience

Increased job demands coupled with insufficient resources, typically result in job strain which can lead to burnout. However, in a series of studies conducted with Canadian teachers during the COVID-19 pandemic, the findings indicated that not all teachers were experiencing this phenomenon. Whereas some teachers struggled to keep up with demands which surpassed their job and personal resources, others remarkably experienced achievement and growth. This article features a discussion of a multi-system approach of adaptive regulation proposed to maintain and enhance resilience, notably in response to the diversity of teacher experiences reported in the Canadian studies. While previous literature has discussed the construct of adaptive regulation in mitigating burnout and promoting resilience, it has not been considered for efforts aimed at teacher recovery from a pandemic.http://riverapublications.com/article/planning-for-teacher-recovery-from-the-covid-19-pandemic-adaptive-regulation-to-promote-resilienc