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

Laura J. Sokal, Lesley G. Eblie Trudel, Jeff C. Babb


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.

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International Journal of Contemporary Education

ISSN 2575-3177 (Print)   ISSN 2575-3185 (Online)

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