COVID-19 and Teachers' Somatic Burden, Stress, and Emotional Exhaustion: Examining the Role of Principal Leadership and Workplace Buoyancy

Autor/in	Collie, Rebecca J.
Titel	COVID-19 and Teachers' Somatic Burden, Stress, and Emotional Exhaustion: Examining the Role of Principal Leadership and Workplace Buoyancy
Quelle	In: AERA Open, 7 (2021) 1, (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Collie, Rebecca J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2332-8584
Schlagwörter	COVID-19; Pandemics; Teaching Conditions; Principals; Leadership Responsibility; Work Environment; Fatigue (Biology); Stress Variables; School Closing; Change; Emotional Response; Professional Autonomy; Leadership Styles; Foreign Countries; Teacher Burnout; Resilience (Psychology); Teacher Characteristics; Gender Differences; Personality Traits; Australia + Suchen Sie Ihr Suchwort? Lehrbedingungen; Unterrichtsbedingungen; Principal; Schulleiter; Arbeitsmilieu; Fatigue; Ermüdung; School closings; Schule; Schließung; Schließung (von Schulen); Wandel; Emotionales Verhalten; Berufsfreiheit; Führungsstil; Ausland; Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Lehrer; Lehrerin; Geschlechterkonflikt; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Australien
Abstract	The role of two leadership factors (autonomy-supportive and autonomy-thwarting leadership) and one personal resource (workplace buoyancy) were examined as predictors of three teacher outcomes: somatic burden, stress related to change, and emotional exhaustion. Data were collected from 325 Australian teachers in May, 2020 during the first wave of COVID-19. During this time, many Australian children were being taught remotely from home, while other students were attending schools in-person. Findings showed that autonomy-supportive leadership was associated with greater buoyancy and, in turn, lower somatic burden, stress related to change, and emotional exhaustion (while controlling for covariates, including COVID-19 work situation). Autonomy-thwarting leadership was positively associated with emotional exhaustion. In addition, autonomy-supportive leadership was indirectly associated with the outcomes. The findings provide understanding of factors that may be harnessed to support teachers during subsequent waves of COVID-19 and other future disruptions to schooling that may occur. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01