Effects of Autonomy Support and Emotion Regulation on Teacher Burnout During the COVID-19 Pandemic

• In Event: Teacher Resilience and Well-Being

Abstract

Teachers’ emotional experiences influence outcomes including stress and burnout, both of which were exacerbated during the COVID-19 pandemic. With this sequential explanatory mixed-methods study, we sought to understand how teacher-level (i.e., emotion regulation strategies) and school/district-level factors (e.g., autonomy supportive leadership) combined to inform various aspects of teachers’ emotional experiences. The structural equation model based on teacher survey data evidenced significant relationships between teachers’ negative emotions, emotion regulation strategies, enthusiasm, feelings of burnout, and perceived autonomy support. Qualitative analysis offers additional insight into the nature of these relationships across school and district contexts. Implications for supporting teacher retention and reducing burnout are discussed.

Authors

• Rachel E. Gaines, Kennesaw State University
  Presenting Author

• Kristen C. Mosley, Austin Independent School District
  Presenting Author

• Mei-Lin Chang, Kennesaw State University
  Non-Presenting Author