Factors contributing to teacher burnout during COVID-19
Open accessAbstract
As teachers returned to the classroom for the 2020–2021 school year, they faced new and challenging environments, instructional approaches, and roles as educators. The current study is one of the first empirical studies that identified factors contributing to teacher burnout due to COVID-19 (coronavirus disease) and instruction during fall 2020. Controlling for demographics, the results found significant predictors for teacher burnout-stress those being COVID-19 anxiety, current teaching anxiety, anxiety communicating with parents, and administrative support. The results are important for schools and researchers to consider when it comes to the impact of COVID-19 on teachers.
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
Concerns about health and safety, teaching demands, parent communication, and administrative support were identified as significant predictors of teacher burnout-stress.
“Importantly, concerns about health and safety, teaching demands, parent communication, and administrative support were identified as significant predictors of teacher burnout-stress (Pressley, 2021).”
From Mental and physical training with meditation and aerobic exercise improved mental health and well-being in teachers during the COVID-19 pandemic (2022) · cites this paper as Pressley, 2021
Cites
Coronavirus Anxiety Scale: A brief mental health screener for COVID-19 related anxiety
Lee, S. A. (2020) · Death Studies · doi:10.1080/07481187.2020.1748481 · Cited by 1,649 · see citing works
Understanding teacher shortages: An analysis of teacher supply and demand in the United States
Sutcher, L., Darling‐Hammond, L., & Carver-Thomas, D. (2019) · Education Policy Analysis Archives · doi:10.14507/epaa.27.3696 · Cited by 436 · see citing works
The relationship between teacher burnout and student motivation
Shen, B., McCaughtry, N., Martin, J., Garn, A., Kulik, N., & Fahlman, M. (2015) · British Journal of Educational Psychology · doi:10.1111/bjep.12089 · Cited by 389 · see citing works
A one-item question with a Likert or Visual Analog Scale adequately measured current anxiety
Davey, H. M., Barratt, A. L., Butow, P. N., & Deeks, J. J. (2006) · Journal of Clinical Epidemiology · doi:10.1016/j.jclinepi.2006.07.015 · Cited by 367 · see citing works
Predicting Teacher Anxiety, Depression, and Job Satisfaction
Ferguson, K., Frost, L., & Hall, D. R. (2012) · Journal of Teaching and Learning · doi:10.22329/jtl.v8i1.2896 · Cited by 249 · see citing works
Flagged first, then by citations
Cited by
Sorted by citations
The impact of Covid-19 on student achievement: Evidence from a recent meta-analysis
Di Pietro, G. (2023) · Educational Research Review · doi:10.1016/j.edurev.2023.100530 · Cited by 173 · see citing works
“Following school re-opening, teachers faced new requirements (e.g., hybrid teaching, more administrative tasks) that added to their already full workloads prior to Covid-19 (Pressley, 2022).”
Demmin, D. L., Silverstein, S. M., & Shors, T. J. (2022) · Frontiers in Human Neuroscience · doi:10.3389/fnhum.2022.847301 · Cited by 24 · see citing works
“Importantly, concerns about health and safety, teaching demands, parent communication, and administrative support were identified as significant predictors of teacher burnoutstress (Pressley, 2021).”
BackgroundBreaking the Status Quo: Poetic Self-Reflections in Teacher Preparation
Baker, J. S., Beaton, M., Green, G., Newson, J., Saatzer, A., & Steege, M. (2025) · The Educational Forum · doi:10.1080/00131725.2025.2501512 · Cited by 1 · see citing works
- Authors
- Pressley, T.
- Affiliations
- Christopher Newport University (US)
- Corresponding author
- Pressley, Tim
- ORCID
- Pressley, Tim
- Venue
- Educational Researcher
- Published
- 2021-03-16
- Volume
- 50
- Issue
- 5
- Pages
- 325-327
- ISSN
- 0013-189X (ISSN-L)
- 1935-102X
- OpenAlex
- W3138099204
- Cited by
- 601
- References
- 5
- Citations by year
- 2026: 62 · 2025: 63 · 2024: 115 · 2023: 163 · 2022: 162 · 2021: 36
- FWCI
- 196.33
- Type
- journal article
- Language
- en
- Open access
- bronze
- doi.org
- Locations
- Educational Researcher (publishedVersion)
- Topics
- Health Sciences › Health Professions › Occupational Therapy › Occupational Health and Burnout
- Social Sciences › Psychology › Social Psychology › Stress and Burnout Research
- Social Sciences › Psychology › Clinical Psychology › COVID-19 and Mental Health
- Keywords
- teacher burnout, COVID-19 pandemic, teacher stress, COVID-19 anxiety, teaching anxiety, parent-teacher communication, administrative support, return to in-person schooling, 2020-2021 academic year
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
