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

Author

Listed:
  • Laura J. Sokal
  • Lesley G. Eblie Trudel
  • Jeff C. Babb

Abstract

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.

Suggested Citation

  • Laura J. Sokal & Lesley G. Eblie Trudel & Jeff C. Babb, 2020. "Supporting Teachers in Times of Change: The Job Demands- Resources Model and Teacher Burnout During the COVID-19 Pandemic," International Journal of Contemporary Education, Redfame publishing, vol. 3(2), pages 67-74, October.
    • Handle: RePEc:rfa:ijcejl:v:3:y:2020:i:2:p:67-74
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    Cited by:

    1. Simina-Nicoleta Bohã‚Lèšeanu, 2021. "Burnout Syndrome Among Romanian Teachers During Pandemic," Review of Economic and Business Studies, Alexandru Ioan Cuza University, Faculty of Economics and Business Administration, issue 28, pages 83-98, December.

    More about this item

    JEL classification:

    • R00 - Urban, Rural, Regional, Real Estate, and Transportation Economics - - General - - - General
    • Z0 - Other Special Topics - - General

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