ArticlePloS one2022
Understanding the factors affecting teachers' burnout during the COVID-19 pandemic: A cross-sectional study.
Article in PloS one, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers.
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Who cites it
6 citing papers in PubMed, 24 citations in OpenAlex.
- Planning For Unmet Social Needs In Pandemics: Teachers' Experiences Of Unacknowledged Care Work.Public health ethics · 2026Article
- The indirect association between psychological well-being and professional commitment through teacher self-efficacy among Turkish language teachers.Frontiers in psychology · 2026Article
- The growing effect of job demands on teacher mental health: results from a longitudinal national household panel survey.BMC public health · 2025Article
- Article
- Psychosocial work environment stressors for school staff during the COVID-19 pandemic: Barriers and facilitators for supporting wellbeing.Frontiers in public health · 2023Article
- The impact of self-efficacy on the well-being of primary school teachers: a Greek-Cypriot study.Frontiers in psychology · 2023Article
Corrections and comments
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Authors and funding
5 authors at 1 institution in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundDuring the COVID-19 pandemic, which enforced social distancing and isolation, teachers were required to handle multiple challenges related to their work, including dealing with remote teaching, in addition to personal, medical and financial challenges. The goal of the current research was to examine factors that contributed to professional burnout and commitment to work among teachers during the first and second waves of the COVID-19 pandemic.
methodsA total of 344 elementary school teachers in Israel completed online self-report questionnaires, including assessments of stressors, anxiety, resilience, self-efficacy beliefs, and coping strategies. Structured Equation Modeling [SEM] was used to examine the contribution of these factors to professional burnout and commitment.
resultsThe gaps between needed and received support had a direct effect on teachers' burnout and commitment, and an indirect effect through anxiety and self-efficacy beliefs. Stress relating to remote teaching and support-gaps regarding remote teaching were the most significant of all the stressors and sources of support.
conclusionsCollectively, these findings highlight the significance of remote teaching as the main cause of stress and professional burnout and suggest that proper preparation of teachers-before and during times of crisis, may have a significant impact on their mental and professional well-being.
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