A Comparison of Burnout Experienced by Family and Consumer Sciences Teachers with Other Content Teachers during COVID-19 Remote Teaching

Autor/inn/en	Durr, Tony; Graves, Nicole A.; Wilson, Alison
Titel	A Comparison of Burnout Experienced by Family and Consumer Sciences Teachers with Other Content Teachers during COVID-19 Remote Teaching
Quelle	In: Journal of Family and Consumer Sciences, 113 (2021) 3, S.27-35 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-1651
DOI	10.14307/JFCS113.3.27
Schlagwörter	Teacher Burnout; Comparative Analysis; Family and Consumer Sciences Teachers; COVID-19; Pandemics; Distance Education; Elementary Secondary Education; Web Based Instruction; Anxiety + Suchen Sie Ihr Suchwort? Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Lehrer; Lehrerin; Distance study; Distance learning; Fernunterricht; Web Based Training; Angst
Abstract	During the spring of 2020, K-12 schools were turned upside-down. The COVID-19 pandemic essentially forced all schools across the nation to close their doors and move their learning environments online. The switch to remote learning put a great deal of stress and responsibility on teachers at all levels. The content taught by family and consumer sciences (FCS) teachers presented those teachers with unique challenges that differentiated them from other content teachers in programs such as math, language arts, and social studies. With a sample of 97 teachers from Midwestern states, this study found that FCS teachers reported higher levels of depersonalization and lower feelings of personal accomplishment. (As Provided).
Anmerkungen	American Association of Family and Consumer Sciences. 400 North Columbus Street Suite 202, Alexandria, VA 22314. Tel: 800-424-8080; Tel: 703-706-4600; Fax: 703-706-4663; e-mail: bookstore@aafcs.org; Web site: http://www.aafcs.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01