Date of Award

11-5-2023

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Department of Psychology: School Psychology

First Advisor

Adena B Meyers

Abstract

Coronavirus-19 (COVID-19) intensified workplace stressors for educators worldwide. A teacher’s job demands and resources contribute to workplace stress, which can lead to burnout and can have negative effects on the school environment, student outcomes, and turnover intentions. Coping strategies and one’s coping self-efficacy are critical to stress management. This study examined how teachers perceive their coping strategies and abilities, and their job characteristics during the pandemic. The current study also explored the associations among the perceived impact of COVID-19, job demands and resources, coping, burnout symptoms, and turnover intentions. In this study, 198 teachers completed a survey about their perceptions of the impact of COVID-19, job characteristics, burnout symptoms, coping self-efficacy and coping strategies, and intentions to leave their jobs. Results showed that teachers who perceived a greater impact of COVID-19 reported higher job demands and lower job resources, used more emotion-focused coping strategies, and had higher burnout symptoms. However, those with higher coping self-efficacy had lower perceptions of the impact of COVID-19. Teachers who reported higher job demands, lower job resources, and higher turnover intentions had higher burnout symptoms. Problem-focused coping strategies and coping self-efficacy were negatively related to burnout symptoms. Emotion-focused coping was positively associated with burnout symptoms. Coping modalities did not moderate the associations between job characteristics and burnout. This research informed recommendations to support educators during these arduous times.

Comments

Imported from Jezowit_ilstu_0092E_12519.pdf

DOI

https://doi.org/10.30707/ETD2024.20240618063949460139.999960

Page Count

134

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