Educator burnout in the age of COVID-19: A mediation analysis of perceived stressors, work sense of coherence, and sociodemographic characteristics

This national study sought to determine if work and COVID-19 related stressors are associated with higher levels of educator burnout and stress, if differences in levels of educator burnout and stress by sociodemographic and school characteristics exist and, how work-related Sense of Coherence affect the association between work and COVID-19 stressors on educator burnout and stress. Participants (N = 236) across primary and secondary schools predominately inside the US completed a survey that included demographic variables which were included in the analyses. Overall, work and COVID-19 stressors were positively correlated with educator burnout and perceived stress. There were statistically significant differences in emotional exhaustion and depersonalization by gender with female educators reporting higher emotional exhaustion than male educators. Also importantly, educators who considered leaving their teaching jobs reported personal accomplishment levels lower than educators who did not consider leaving and when students were a high source of stress, educator stress, reported emotional exhaustion, depersonalization, and overall perceived stress increased. Implications for policy and practice are included.

Automated summary

This national study aimed to examine the association between work and COVID-19 related stressors and the levels of educator burnout and stress, as well as the differences in these levels based on sociodemographic and school characteristics. The study also explored how work-related Sense of Coherence affected the relationship between work and COVID-19 stressors on educator burnout and stress. The findings showed a positive correlation between work and COVID-19 stressors and educator burnout and perceived stress. Gender differences were observed, with female educators experiencing higher emotional exhaustion. Educators who considered leaving their teaching jobs had lower personal accomplishment levels, and when student-related stress was high, it led to increased educator stress and overall perceived stress. Implications for policy and practice are discussed.