Rebounding Efficacy, Enduring Burnout: Teachers’ Needs in a Post-Pandemic Education System

• In Event: AER Roundtable Session Friday 1:45 pm - Gold 3
  In Roundtable Session: Resilience and Renewal: Efficacy, Ethics, and Leadership Post-Pandemic

Abstract

This mixed-methods study examined the impact of COVID-19 on teacher self-efficacy (TSE) and burnout using a digital survey to measure teachers’ levels TSE and burnout, but also to explore the factors influencing TSE and identify supports that could strengthen it. Prior research has consistently shown the mediating effect high (TSE) has on burnout. While TSE appeared to rebound post-pandemic, about two-thirds of respondents reported moderate or higher burnout. Higher TSE was linked to lower burnout, with feelings of professional inadequacy showing the strongest negative relationship. Qualitative findings highlighted key supports that strengthen TSE, including supportive work environments, engaged students, and confidence built through experience. These results suggest that although TSE is recovering, widespread burnout persists due to systemic challenges.

Author

• Alicia Brands, Notre Dame of Maryland University