Abstract
The COVID-19 pandemic has left its mark on almost everyone, including educators at all levels. College faculty, high school and middle school teachers, and K-5 educators have all experienced significant disruption in their daily work due to social distancing protocols and/or the transition to remote learning, thus exacerbating the typical stressors associated with teaching. While previous research has pointed to causes of teacher burnout, studies investigating the particular impact of the COVID-19 pandemic are just beginning to emerge. This study draws on original survey data to examine how the pandemic and the shift to online schooling have influenced the experiences and burnout of elementary-level teachers. The survey was distributed to an availability sample of public elementary school teachers in the Asheville, North Carolina area in March 2021. Findings based on data from 47 respondents suggest that there are both challenges and silver linings to this work. However, signs of burnout among teachers are notable and concerning.
How to Cite
Walters, L. A., (2021) “Essential and Extinguished: Burnout in Elementary School Teachers During the COVID-19 Pandemic”, Capstone, The UNC Asheville Journal of Undergraduate Scholarship 34(1).
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