Document Type
Student Research Paper
Date
Summer 2021
Academic Department
Psychology
Faculty Advisor(s)
Dr. Elizabeth Dalton
Abstract
The COVID-19 pandemic caused many changes and challenges for K-12 teachers and students alike. The changes in teaching modality, need for safety precautions, and challenges in maintaining contact with students contributed to heightened stress levels for teachers (Jones, 2020). Job stress has the potential to lead to burnout among teachers (de Vera Garcia & Gambarte, 2019). The present study sought to survey the stressors experienced by K-12 teachers in the U.S., the impact of teachers’ job-related stress on their burnout, and factors, such as resiliency, coping styles, resources, and social support, that might buffer against the effects of stress on burnout. Results of a quantitative survey (n = 74) and qualitative interview (n = 4) revealed that most teachers reported a moderate level of stress and burnout while teaching during the pandemic. Stress was significantly correlated with burnout, and teachers’ burnout-related exhaustion was higher than their disengagement. Resiliency, but not coping or social support, served to buffer against the negative effects of stress on burnout. Many participants found that they did have necessary resources for their students, but not enough support as educators. Overall findings suggest teachers were feeling stress and burnout despite any coping skills, social support or resilience.
Recommended Citation
Vaughn, Victoria and Keenan, Meghan, "The Impact of the COVID-19 Pandemic on K-12 School Teachers' Stress, Coping and Burnout: Identification of Protective and Exacerbating Factors" (2021). Summer Scholarship, Creative Arts and Research Projects (SCARP). 57.
https://jayscholar.etown.edu/scarp/57
Notes
Scholarship, Creative Arts, and Research Project (SCARP)