Effects of Autonomy Support and Emotion Regulation on Teacher Burnout in the Era of the COVID-19 Pandemic

Mei-Lin Chang; Rachel E. Gaines; Kristen C. Mosley

doi:10.3389/fpsyg.2022.846290

Frontiers in Psychology (Apr 2022)

Effects of Autonomy Support and Emotion Regulation on Teacher Burnout in the Era of the COVID-19 Pandemic

Mei-Lin Chang,
Rachel E. Gaines,
Kristen C. Mosley

Affiliations

Mei-Lin Chang: Department of Secondary and Middle Grades Education, Kennesaw State University, Kennesaw, GA, United States
Rachel E. Gaines: Department of Secondary and Middle Grades Education, Kennesaw State University, Kennesaw, GA, United States
Kristen C. Mosley: Department of Educational Psychology, University of Texas at Austin, Austin, TX, United States

DOI: https://doi.org/10.3389/fpsyg.2022.846290
Journal volume & issue: Vol. 13

Abstract

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The COVID-19 pandemic has exacerbated levels of stress and anxiety for P-12 teachers around the globe. The present study aims to understand teachers’ emotional experiences and feelings of burnout during the pandemic, and how individual (i.e., emotion regulation strategies) or contextual factors (e.g., school administrative support) intersect with different facets of their emotional experiences. Using a sequential explanatory mixed methods design, we collected and examined survey and interview data from teachers in the southeastern United States. The structural equation model confirmed the relationships among the following latent variables: negative emotion, emotion regulation, autonomy support, burnout, and teacher enthusiasm. Qualitative findings provide further insight in the contextualized nature of these relationships and how they play out across various schools and districts.

Published in Frontiers in Psychology

ISSN: 1664-1078 (Online)
Publisher: Frontiers Media S.A.
Country of publisher: Switzerland
LCC subjects: Philosophy. Psychology. Religion: Psychology
Website: https://www.frontiersin.org/journals/psychology

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Abstract

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