logo logo European Journal of Psychology and Educational Research

EJPER is is a, peer reviewed, online academic research journal.

Subscribe to

Receive Email Alerts

for special events, calls for papers, and professional development opportunities.

Subscribe

Publisher (HQ)

Eurasian Society of Educational Research
Eurasian Society of Educational Research
Christiaan Huygensstraat 44, Zipcode:7533XB, Enschede, THE NETHERLANDS
Eurasian Society of Educational Research
Headquarters
Christiaan Huygensstraat 44, Zipcode:7533XB, Enschede, THE NETHERLANDS
Research Article

Preliminary Investigation of Teachers’ Emotional Exhaustion, Teaching Efficacy, Hope, and Colleague Support during the COVID-19 Pandemic

Crystal I. Bryce , Leigh McLean , Kristen L. Granger , Paul Espinoza , Ashley M. Fraser

The COVID-19 pandemic required teachers to quickly adapt to changes in teaching likely impacting teachers’ emotional exhaustion and feelings of .

T

The COVID-19 pandemic required teachers to quickly adapt to changes in teaching likely impacting teachers’ emotional exhaustion and feelings of teaching efficacy. Further, teachers’ experience in the classroom may have shaped how they responded to the crisis and changes. Although teachers faced these unprecedented shifts, it is possible that both internal (i.e., hope) and external (i.e., social support) sources of support may act as promotive factors for teacher outcomes. The present study describes how teachers’ emotional exhaustion, teaching self-efficacy, and supports (hope and colleague) were associated with one another one year into the pandemic. Associations were compared across early-/mid-career and veteran teachers. Results showed higher emotional exhaustion and lower hope for early-/mid-career teachers compared to veteran teachers, and a negative relation between emotional exhaustion and hope for early-/mid-career teachers. Pre-pandemic emotional exhaustion predicted hope during the pandemic for all teachers. Implications include supporting teacher well-being and career longevity considering acute stress.

Keywords: COVID-19, hope, teacher emotional exhaustion, teaching experience, teaching self-efficacy.

cloud_download PDF
Cite
Article Metrics
Views
280
Download
635
Citations
Crossref
0

References

Beumer, E. N. (2021). Techer educators’ self-efficacy beliefs during the COVID-19 pandemic       [Master’s thesis, Utrecht University]. Utrecht University Repository. https://bit.ly/3StChHw

Beutel, M. E., Tibubos, A. N., Klein, E. M., Schmutzer, G., Reiner, I., Kocalevent, R. D., & Brähler, E. (2017). Childhood adversities and distress—The role of resilience in a representative sample. PLOSONE, 12(3), Article e0173826. https://doi.org/10.1371/journal.pone.0173826

Brouwers, A., Evers, W. J. G., & Tomic, W. (2001). Self‐efficacy in eliciting social support and burnout among secondary‐school teachers. Journal of Applied Social Psychology, 31(7), 1474-1491. https://doi.org/fpp968b

Burke, J., & Arslan, G. (2020). Positive education and school psychology during COVID-19 pandemic. Journal of Positive School Psychology, 4(2), 137-139. https://doi.org/gp3977

Canty-Mitchell, J., & Zimet, G. D. (2000). Psychometric properties of the multidimensional scale of perceived social support in urban adolescents. American Journal of Psychology, 28(3), 391-400. https://doi.org/cs79hd

Carver-Thomas, D., & Darling-Hammond, L. (2017). Teacher turnover: Why It matters and what we can do about it. Learning Policy Institute. https://doi.org/10.54300/454.278

Chan, M. K., Sharkey, J. D., Lawrie, S. I., Arch, D. A. N., & Nylund-Gibson, K. (2021). Elementary school teacher well-being and supportive measures amid COVID-19: An exploratory study. School Psychology, 36(6), 553-545. https://doi.org/10.1037/spq0000441

Cheavens, J. S., & Guter, M. M. (2018). Hope therapy. In M. W. Gallagher, & S. J. Lopez (Eds.), The Oxford handbook of hope (p. 133-1142). Oxford University Press. https://doi.org/jfjz  

Demerouti, E., Bakker, A. B., Nachreiner, F., & Schaufeli, W. B. (2001). The job demands-resource model of burnout. Journal of Applied Psychology, 86(3), 499-512. https://doi.org/10.1037/0021-9010.86.3.499

Edwards, L., Rand, K. L., Lopez, S. J., & Snyder, C. R. (2007). Understanding hope: A review of measurement and construct validity research. In A. D. Ong, & M. H. M. van Dulmen (Eds.), Oxford handbook of methods in positive psychology (pp. 83-95). Oxford University Press.

Fruiht, V. (2015). Supportive others in the lives of college students and their relevance to hope. Journal of College Student Retention Research Theory and Practice, 17(1), 64-87. https://doi.org/10.1177/1521025115571104

Gallagher, M. W., Smith, L. J., Richardson, A. L., D'Souza, J. M., & Long, L. J. (2021). Examining the longitudinal effects and potential mechanisms of hope on COVID-19 stress, anxiety, and well-being. Cognitive Behaviour Therapy, 50(3), 234-245. https://doi.org/10.1080/16506073.2021.1877341

Gilman, R., Dooley, J., & Florell, D. (2006). Relative levels of hope and their relationship with academic and psychological indicators among adolescents. Journal of Social and Clinical Psychology, 25(2), 166-178. https://doi.org/10.1521/jscp.2006.25.2.166

Goddard, R. D., Hoy, W. K., & Hoy, A. W. (2000). Collective teacher efficacy: Its meaning, measure, and impact on student achievement. American Educational Research Journal, 37(2), 479-507. https://doi.org/10.2307/1163531

Greenberg, M., Brown, J., & Abenavoli, R. (2016). Teacher stress and health effects on teachers, students, and schools. Edna Bennett Pierce Prevention Research Center.

Hobson, A. J., & Maxwell, B. (2016). Supporting and inhibiting the well-being of early career secondary school teachers: Extending self-determination theory British Educational Research Journal, 43(1), 168-191. https://doi.org/10.1002/berj.3261

Ingersoll, R. M. (2003). The teacher shortage: Myth or reality? Educational Horizons, 18(3), 146-152. https://bit.ly/3LZES9T

Ingersoll, R. M., & Smith, T. M. (2004). Do teacher induction and mentoring matter? NASSP Bulletin, 88(638), 28-40. https://doi.org/10.1177/019263650408863803

The Inverness Institute. (2021, February 19). Teachers speak out on students’ social and emotional well-being. EdSource. https://bit.ly/3SxJyWZ

Jennett, H. K., Harris, S. L., & Mesibov, G. B. (2003). Commitment to philosophy, teacher efficacy, and burnout among teachers of children with autism. Journal of Autism, 33(6), 583-593. https://doi.org/cmsd5t  

Jennings, P. A., Frank, J. L., Snowberg, K. E., Coccia, M. A., & Greenberg, M. T. (2013). Cultivating awareness and resilience in education: The care for teachers program. School Psychology Quarterly, 28(4), 374-390. https://doi.org/10.1037/spq0000035

Katz, D., Greenberg, M., Jennings, P., & Klein, L. (2016). Associations between the awakening responses of salivary α-amylase and cortisol with self-report indicators of health and wellbeing among educations. Teaching and Teacher Education, 54, 98-106. https://doi.org/10.1016/j.tate.2015.11.012

Kim, L. E., Oxley, L., & Asbury, K. (2022). What makes a great teacher during a pandemic? Journal of Education for Teaching, 48(1), 129-131.https://doi.org/10.1080/02607476.2021.1988826

Kinman, G., Wray, S., & Strange, C. (2011). Emotional labour, burnout and job satisfaction in UK teachers: The role of workplace social support. Educational Psychology, 31(7), 843-856. https://doi.org/dh85vz

Klassen, R. M., Bong, M., Usher, E. L., Chong, W. H., Huan, V. S., Wong, I. Y., & Georgiou, T. (2009). Exploring the validity of a teachers' self-efficacy scale in five countries. Contemporary Educational Psychology, 34(1), 67-76. https://doi.org/d6n9db

Koeske, G. F., & Koeske, R. D. (1990). The buffering effect of social support on parental stress. American Journal of Orthopsychiatry, 60(3), 440-451. https://doi.org/10.1037/h0079164

Kumarakulasingam, T. M. (2002). Relationships between classroom management, teacher stress, teacher burnout, and teachers' levels of hope. University of Kansas.

Lankford, H., Loeb, S., & Wyckoff, J. (2002). Teacher sorting and the plight of urban schools: A descriptive analysis. American Education Research Journal, 24(1), 34-62. https://doi.org/cbz5mp

Li, Q., Miao, Y., Zeng, X., Tarimo, C. S., Wu, C., & Wu, J. (2020). Prevalence and factors for anxiety during the coronavirus disease 2019 (COVID-19) epidemic among the teachers in China. Journal of Affective Disorders, 277, 153-158. https://doi.org/10.1016/j.jad.2020.08.017

Mansfield, C. F., Beltman, S., Broadley, T., & Weatherby-Fell, N. (2016). Building resilience in teacher education: An evidenced informed framework. Teaching and Teacher Education, 54, 77-87. https://doi.org/10.1016/j.tate.2015.11.016

Maslach, C., Jackson, S. E., & Leiter, M. P. (1996). Maslach burnout inventory manual. Consulting Psychologists Press.

Maslach, C., Schaufeli, W. B., & Leiter, M. P. (2001). Job burnout. Annual Review of Psychology, 52, 397-422. https://doi.org/b2w8ff

McElrath, K. (2020). Schooling during the COVID-19 pandemic. United States Census Bureau. https://bit.ly/3SzVxTI  

McLean, L., Abry, T., Taylor, M., & Gaias, L. (2020). The influence of adverse classroom and school experiences on first year teachers' mental health and career optimism. Teaching and Teacher Education, 87(3), 50-62. https://doi.org/10.1016/j.tate.2019.102956  

Milanowski, A. T., & Odden, A. R. (2007, April 6). A new approach to the cost of teacher turnover. Center on Reinventing Public Eduction. https://bit.ly/3EimFCF

Munoz, R. T., Hanks, H., & Hellman, C. M. (2020). Hope and resilience as distinct contributors to psychological flourishing among childhood trauma survivors. Traumatology, 26(2), 177-184. https://doi.org/10.1037/trm0000224

Newberry, M., Gallant, A., & Riley, P. (2013). Emotion and school: Understanding how the hidden curriculum influences relationships, leadership, teaching, and learning (Vol. 18). Emerald Publishing Limited. https://doi.org/10.1108/S1479-3687(2013)18

Pellerone, M. (2021). Self-Perceived instructional competence, self-efficacy and burnout during the COVID-19 pandemic: A study of a group of Italian school teachers.  European Journal of Investigative Health Psychology Education, 11(2), 496-512. https://doi.org/10.3390/ejihpe11020035

Pressley, T. (2021). Factors contributing to teacher burnout during COVID-19. Educational Researcher, 50(5), 325-327. https://doi.org/10.3102/0013189X211004138

Pressley, T., & Ha, C. (2021). Teaching during a pandemic: United States teachers' self-efficacy during COVID-19. Teaching and Teacher Education106, Article 103465. https://doi.org/10.1016/j.tate.2021.103465

Roberts, A., LoCasale-Crouch, J., Hamre, B., & Jamil, F. (2019). Preschool teachers’ self-efficacy, burnout, and stress in online professional development: A mixed methods approach to understand change.  Journal of Early Childhood Teacher Education, 41(3), 262-283. https://doi.org/10.1080/10901027.2019.1638851

Russell, D. W., Altmaier, E., & Van Velzen, D. (1987). Job-related stress, social support, and burnout among classroom teachers. Journal of Applied Psychology, 72(2), 269-274. https://doi.org/10.1037/0021-9010.72.2.269

Schaufeli, W., & Salanova, M. (2007). Efficacy or inefficacy, that's the question: Burnout and work engagement, and their relationships with efficacy beliefs. Anxiety, Stress, and Coping, 20(2), 177-176. https://doi.org/10.1080/10615800701217878

Sezgin, F., & Erdogan, O. (2015). Academic optimism, hope and zest for work as predictors of teacher self-efficacy and perceived success. Educational Sciences: Theory and Practice, 15(1), 7-19. https://doi.org/10.12738/estp.2015.1.2338

Skaalvik, E. M., & Skaalvik, S. (2010). Teacher self-efficacy and teacher burnout: A study of relations. Teaching and Teacher Education, 26(4), 1059-1069. https://doi.org/10.1016/j.tate.2009.11.001

Skaalvik, E. M., & Skaalvik, S. (2014). Teacher self-efficacy and perceived autonomy: Relations with teacher engagement, job satisfaction, and emotional exhaustion. Psychological Reports, 114(1), 68-77. https://doi.org/10.2466/14.02.PR0.114k14w0

Skaalvik, E. M., & Skaalvik, S. (2016). Teacher stress and teacher self-efficacy as predictors of engagement, emotional exhaustion, and motivation to leave the teaching profession. Creative Education, 27(6), 1785-1799. https://doi.org/10.4236/ce.2016.713182

Snyder, C. R. (1995). The will and the ways: Development and validation of an individual-differences measure of hope. Journal of Counseling & Development, 73(3), 355-360. https://doi.org/10.1002/j.1556-6676.1995.tb01764.x

Snyder, C. R., Harris, C., Anderson, J. R., Holleran, S. A., Irving, L. M., Sigmon, S. T., Yoshinobu, L., Gibb, J., Langelle, C., & Harney, P. (1991). The will and the ways: Development and validation of an individual-differences measure of hope. Journal of Personality and Social Psychology, 60(4), 570-585. https://doi.org/10.1037//0022-3514.60.4.570

Snyder, C. R., Rand, K. L., & Sigmon, D. R. (2002). Hope theory: A member of the positive psychology family. In C. R. Snyder & S. J. Lopez (Eds.), Handbook of positive psychology (pp. 257-276). Oxford University Press. https://doi.org/hh5g

Sokal, L., Tudel, L. E., & Babb, J. (2020). Canadian teachers’ attitudes toward change, efficacy, and burnout during the COVID-19 pandemic. International Journal of Educational Research Open, 1, Article 100016. https://doi.org/10.1016/j.ijedro.2020.100016

Tabachnick, B. G., & Fidell, L. S. (2012). A practical approach to using multivariate analyses. Pearson.

Taylor, M., McLean, L., Bryce, C. I., Abry, T., & Granger, K. L. (2019). The influence of multiple life stressors during teacher training on burnout and career optimism in the first year of teaching. Teaching and Teacher Education, 86, Article 102910. https://doi.org/10.1016/j.tate.2019.102910 

Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783-805. https://doi.org/dc3g4h  

Tschannen-Moran, M., & Hoy, A. W. (2007). The differential antecedents of self-efficacy beliefs of novice and experienced teachers. Teaching and Teacher Education, 23(6), 944-956. https://doi.org/10.1016/j.tate.2006.05.003

Tschannen-Moran, M., & McMaster, P. (2009). Sources of self-efficacy: Four professional development formats and their relationship to self-efficacy and implementation of a new teaching strategy. The Elementary School Journal, 110(2), 228-245. https://doi.org/10.1086/605771

Xanthopoulou, D., Bakker, A. B., Demerouti, E., & Scaufeli, W. B. (2007). The role of personal resources in the job demands-resources model. International Journal of Stress Management, 14(2), 121-141. https://doi.org/10.1037/1072-5245.14.2.121

Yotsidi, V., Pagoulatou, A., Kyriazos, T., & Stalikas, A. (2018). The role of hope in academic and work environments: An integrative literature review. Psychology, 9(3), 385-402. https://doi.org/10.4236/psych.2018.93024

Zee, M., & Koomen, H. M. (2016). Teacher self-efficacy and its effects on classroom processes, student academic adjustment, and teacher well-being: A synthesis of 40 years of research. Review of Educational Research, 86(4), 981-1015. https://doi.org/10.3102%2F0034654315626801

Zhang, X. T., Shi, S. S., Ren, Y. Q., & Wang, L. (2021). The traumatic expereince of clinical nurses during the COVID-19 pandemic: Which factors are related to post-traumatic growth? Risk Management Health Policy, 14, 2145-2151. https://doi.org/10.2147/RMHP.S307294

Zimet, G. D., Dahlem, N. W., Zimet, S. G., & Farley, G. K. (1988). The Multidimensional Scale of Perceived Social Support. Journal of Personality Assessment, 52(1), 30-41. https://doi.org/10.1207/s15327752jpa5201_2

...