In-person learning during the pandemic: Student take-up and school-level effects of remote and hybrid instruction on student outcomes.

While studies have examined the effects of schools offering in-person learning during the pandemic, this study provides analysis of student enrollment decisions (remote versus in-person) in response to schools providing in-person learning opportunities. In Connecticut during the 2020-21 school year, we find that student take-up of in-person learning opportunities was low with students on average enrolled in-person for only half of the days offered, and take-up was even lower in schools with larger shares of disadvantaged students. The provision of in-person learning opportunities has been previously shown to mitigate pandemic learning losses. By exploiting data on actual enrollment, we show that the protective benefits of in-person learning are twice as large as previously estimated once we account for the low rates of student take-up. Finally, we provide evidence suggesting that a key mechanism behind the benefits of in-person learning is alleviating the burden faced by schools and teachers in delivering remote education. First, we show that the benefits to individual students of their in-person learning are substantially smaller than the overall benefits a student receives from their school average level of in-person enrollment. Second, we show that a combination of remote and in-person learning (hybrid) with a full-time on-line presence of students when at home was worse than hybrid learning with students never or only partially online. This second finding is consistent with qualitative evidence showing that teachers found hybrid learning especially challenging when having to manage both in-person and remote students for the entire class period.

Burnout syndrome in different teaching levels during the covid-19 pandemic in Brazil.

BACKGROUND: This article's purpose is to compare burnout syndrome indicators at different levels of teaching in Brazil during the covid-19 pandemic. The comparison also considers the teachers' quality of life and health, working conditions, and digital competence. METHODS: The hypotheses of this study are that there are statistically significant differences in teachers' burnout rates, quality of life, working conditions, and digital competences depending on the teaching level. A mixed-methods ex-post-facto survey involved 438 Brazilian teachers, with a mean age of 42.93 years (SD = 9.66), 330 females (75%) and 108 males (25%). Data were collected through an online questionnaire. Statistical analysis of variance (ANOVA) tests was performed to compare groups, the Tukey test for paired comparison of the analyzed groups, and the chi-square to verify the association between variables. RESULTS: Higher levels of digital competence were associated with lower burnout syndrome scores. Elementary and middle school teachers presented worse quality of life and health indexes. Adapting pedagogical work involved learning but also overwork, exhaustion, and frustration. CONCLUSIONS: The study concludes that basic education teachers had higher burnout rate scores than higher education teachers during the covid-19 pandemic and that early childhood education should be treated as a separate category. TRIAL REGISTRATION: Ethics approval was obtained from the University of Santa Catarina (UFSC) Research Ethics Committee (4.432.063, December 7, 2020). Informed consent was obtained from all subjects.

Prioritizing teacher emotions: shifting teacher training to a digital environment.

This paper is in response to the manuscript entitled, "Success, failure and emotions: Examining the relationship between performance feedback and emotions in diagnostic reasoning," (Jarrell, Harley, Lajoie, & Naismith, Educational Technology & Research Development, 65, 1263-1284: 2017) from a K-12 teacher and administrator educational perspective. Jarrell et al.'s (Educational Technology & Research Development, 65, 1263-1284: 2017) findings indicate a strong relationship between outcome emotions and performance tasks: highest performing medical students had the most positive emotions. The authors suggested that medical students who fail and experience negative emotions could experience a loss of confidence and lead to dropping out of medical school. These results can be applied to teachers and administrators in K-12 settings as they make the shift to digital learning by including emotional assessments into the new digital learning platforms in order to address areas of emotional stress and teacher burnout before leading to attrition. This perspective makes suggestions of ways Jarrell et al.'s (Educational Technology & Research Development, 65, 1263-1284: 2017) findings could be a starting place for educational stakeholders to prioritize teachers' emotional well-being and offer an opportunity to provide intervention support in order to increase teacher self-efficacy in the shift to digital and possibly reduce teacher burnout.

The Relationships Among Perceived Organization Support, Resilience, Perceived Mattering, Emotional Exhaustion, and Job Satisfaction in Adapted Physical Educators.

Although much has been learned about the workplace experiences of physical education teachers, less is known about the unique experiences of adapted physical educators (APEs). Grounded in role socialization theory, the purpose of this study was to understand the relationships among perceived organizational support, resilience, perceived mattering, emotional exhaustion, and job satisfaction in APEs. The participants included 237 APEs from the United States, who completed an online survey. The primary data analyses included confirmatory factor analysis and structural equation modeling. The final structural model was a good fit for the data, χ2(199) = 327.25, p < .001, χ2/df = 1.64; root-mean-square error of approximation = .052 (90% confidence interval [.042, .062], p = .354); standardized root-mean-square residual = .050; nonnormed fit index = .959; comparative-fit index = .964. The results of this study highlight the importance of developing a workplace environment in which APEs feel supported in developing perceptions of matter, reducing emotional exhaustion, and improving job satisfaction.

[A study of the relationships between occupational stress career calling and occupational burnout among primary teachers].

Objective: To discuss the relationships between occupational stress, career calling and occupational burnout among primary school teachers, and test whether career calling moderates the relationship between occupational stress and occupational burnout. Methods: 399 teachers from public primary schools were recruited as participant. Their occupational stress and burnout, and career calling were assessed via online questionnaire in the period between March and August 2018. Hierarchical multiple regression was used to test the moderating role of career calling. Results: The score of occupational stress was (3.59±0.85) , the score of career calling was (3.15±0.69) and the score of occupational was (3.26±0.88) . Occupational stress was significantly and positively related to occupational burnout (r=0.42, P<0.01) , while career calling was significantly and negatively related to occupational stress (r=-0.30, P<0.01) and occupational burnout (r=-0.32, P<0.01) . Career calling moderated the relationship between occupational stress and occupational burnout. Conclusion: Career calling as a personal resource buffers the positive relationship between occupational stress and occupational burnout. School leaders can promote teachers' career calling by endowing educational work with more meaning, which leading to lower level of occupational burnout.

I Ain't Gonna Make It. Comparing Job Demands-Resources and Attrition Intention Between Senior Teachers and Senior Employees of Six Other Occupational Categories in Flanders.

Teachers are often thought to retire early and have more stress and burnout than other human service professionals. In this article, we investigate attrition intention amongst senior teachers and senior employees of six other blue- and white-collar occupational categories using the Job Demands-Resources (JD-R) model. We followed a two-step approach. First, analysis of variance and logistic regression analysis was used to assess differences in the level of job demands, resources, and attrition intention between occupations for male and female employees separately. Subsequently, multiple group path analysis was used to assess the invariance of the JD-R model across occupational groups and genders. We used representative data gathered in Flanders among 6,810 senior employees (45 years or older). Results indicate that there are differences in the determinants of attrition intention between men and women. The differences in attrition intention are minimal between occupations once controlled for job demands and resources. In addition, the JD-R model is largely invariant across white-collar occupations and gender. We provide support for both the energetic and motivational process of the JD-R model.

Psychological capital, mindfulness, and teacher burnout: insights from Chinese EFL educators through structural equation modeling.

Objective: This cross-sectional study employs Structural Equation Modeling (SEM) to examine the relationships among psychological capital, mindfulness, and teacher burnout in a sample of 387 Chinese English as a Foreign Language (EFL) educators. Methods: Self-reported data were analyzed to investigate the direct and indirect effects of psychological capital on teacher burnout, with mindfulness serving as a potential mediator. Results: Our SEM analysis reveals a significant direct negative association between psychological capital and teacher burnout. Moreover, mindfulness significantly mediates the relationship between psychological capital and burnout, indicating that higher psychological capital leads to increased mindfulness, which subsequently reduces burnout. Conclusion: This study underscores the importance of psychological capital and mindfulness in mitigating teacher burnout among Chinese EFL educators. The findings suggest that interventions targeting both psychological capital and mindfulness practices could bolster teacher well-being and foster a more positive educational environment.

Distant learning and primary school teacher burnout: Assessing the effect during coronavirus disease (COVID-19) in Jeddah, Saudi Arabia, 2021.

BACKGROUND: Teaching is indeed a very stressful occupation. Owing to the novel coronavirus SARS-CoV-2, certain changes were made in education in Saudi Arabia. A switch to a 100% distant learning in some courses was implemented, thereby increasing the burden on teachers. The aim of this study was to assess the level of burnout and the impact of distant learning on burnout in primary school teachers during the pandemic. MATERIALS AND METHODS: This cross-sectional study recruited 295 primary school teachers in Jeddah City, Saudi Arabia. Data were collected using self-administered questionnaire having two parts: the first part included questions on sociodemographic charecteristics and the second part included questions related to distant learning and the Arabic version of the Maslach Burnout Inventory. Chi-square test was used to assess association between burnout and various factors. For comparison of mean scores by various factors, analysis of variance (ANOVA) was performed. RESULTS: A high level of burnout was perceived by 48.4% of the teachers in the dimension of emotional exhaustion, 26.4% in the depersonalization dimension, and 60% in the reduced personal accomplishment dimension. Teachers in the public school showed a higher burnout score than teachers in the private schools. The teachers in 40-50 age group had higher scores than the teachers with other age groups. There were no significant differences in terms of gender and years of experience. A higher proportion of teachers working in private schools had higher personal accomplishment than teachers working in Government schools (P = 0.01). Regarding personal accomplishment and depersonalization subscales, there were differences between the different types of schools. The teachers who believed "distance/E-learning was difficult" had lower personal accomplishment score. CONCLUSION: According to the study, primary teachers in Jeddah suffer from burnout. More programs should be implemented to deal with teacher burnout and more research focusing on these groups should be done.

Modeling the effect of loving pedagogy dispositions and teacher self-efficacy on teacher burnout.

Introduction: Foreign language teaching is a demanding and challenging profession, and teacher burnout is a common issue in this field. There is a growing research interest in exploring the factors that can protect teachers from burnout and promote their well-being, as well as their effectiveness in the classroom. One such factor might be loving pedagogy, which refers to a teacher's positive and compassionate attitudes and behaviors toward their students. This study aimed to examine the association between Dispositions toward Loving Pedagogy (DTLP), teacher self-efficacy, and teacher burnout among a sample of Chinese English as a foreign language (EFL) teachers. Methods: The participants included 428 English teachers from various parts of China. Data on the three constructs were gathered using an electronic survey which comprised three valid questionnaires for these variables. Structural equation modeling (SEM) was used to test the hypothesized relations among the latent constructs. Results: The results indicated that loving pedagogy dispositions negatively affected teacher burnout and that teacher self-efficacy mediated the effect of loving pedagogy on burnout. More precisely, higher levels of loving pedagogy were associated with greater levels of teacher self-efficacy, which is in turn negatively affected teacher burnout. Discussion: These outcomes shed more light on the importance of loving pedagogy dispositions for teachers' mental health and well-being. The findings have implications for theory and practice, as they suggest that fostering loving pedagogy dispositions among teachers can help prevent burnout and promote their well-being. Teacher training programs could integrate this construct into their curricula to support teachers in developing these attitudes and behaviors. Additionally, future research could explore ways to enhance loving pedagogy and self-efficacy among teachers and assess their impact on teacher well-being and effectiveness.

Use of School-Based Interventions for ADHD, Professional Support, and Burnout Symptoms among Teachers in Iceland.

OBJECTIVE: Effective school-based interventions for youth with ADHD are critical to their success. We examined whether teacher application of such interventions and perceptions of professional support related to greater well-being, including fewer burnout symptoms. METHOD: Teachers in primary schools in Iceland were invited to participate in an online survey, including questions about professional support and the Maslach Burnout Inventory (MBI). The sample comprised N = 592 (88.5% female) participants. RESULTS: Regression analyses indicated that use of recommended ADHD interventions was positively associated with MBI-Personal Achievement (PA). Greater satisfaction with professional support related to lower MBI-Emotional Exhaustion and MBI-Depersonalization, and higher MBI-PA. Level of professional support was positively associated with use of recommended interventions. CONCLUSION: Effective interventions and support for students with ADHD may enhance teacher well-being. Icelandic teachers require further training and professional support in best practices for ADHD, to help promote teacher and student success.