<abstract xmlns="http://www.w3.org/1999/xhtml">

<italic><bold>Introduction:</bold></italic> The study aimed to explore teachers’ general working conditions, job demands and resources, and teachers’ general well-being in four middle schools in the Southeastern U.S during COVID-19.
<italic><bold>Methods:</bold></italic> The methodology for this study was qualitative. The sampling strategy was purposeful and comprised 15 educators. The data were collected utilizing two semi-structured interviews and documentation. The data analysis consisted of thematic analysis.
<italic><bold>Results:</bold></italic> The study’s results revealed seven themes that emerged from the data: a) Changes in working conditions; b) teachers’ well-being and working conditions; c) perceived teachers’ new job demands and additional workload; d) emotionally draining job demands; e) perceived available job resources; f) perceived need for job resources; and g) strategies teachers used to cope with stress.
<italic><bold>Discussion:</bold></italic> The lessons learned during the pandemic in these four organizations may assist leaders in designing new policies and avoid further deterioration of teachers’ well-being.
<italic><bold>Limitations:</bold></italic> Access to the organization’s documentation and the sample size were limitations.
<italic><bold>Conclusions:</bold></italic> The shift in job demands and job resources during the pandemic placed teachers at risk of emotional exhaustion and burnout.
</abstract>

Introduction: The study aimed to explore teachers’ general working conditions, job demands and resources, and teachers’ general well-being in four middle schools in the Southeastern U.S during COVID-19.
Methods: The methodology for this study was qualitative. The sampling strategy was purposeful and comprised 15 educators. The data were collected utilizing two semi-structured interviews and documentation. The data analysis consisted of thematic analysis.
Results: The study’s results revealed seven themes that emerged from the data: a) Changes in working conditions; b) teachers’ well-being and working conditions; c) perceived teachers’ new job demands and additional workload; d) emotionally draining job demands; e) perceived available job resources; f) perceived need for job resources; and g) strategies teachers used to cope with stress.
Discussion: The lessons learned during the pandemic in these four organizations may assist leaders in designing new policies and avoid further deterioration of teachers’ well-being.
Limitations: Access to the organization’s documentation and the sample size were limitations.
Conclusions: The shift in job demands and job resources during the pandemic placed teachers at risk of emotional exhaustion and burnout.

Exploring Middle School Teachers’ Job Demands and Job Resources during COVID-19

Acta Educationis Generalis

This work is licensed under the Creative Commons Attribution 4.0 International License.

Introduction: The study aimed to explore teachers’ general working conditions, job demands and resources, and teachers’ general well-being in four middle...

Exploring Middle School Teachers’ Job Demands and Job Resources during COVID-19

Data publikacji: 15 lut 2023

Zakres stron: 26 - 54

Otrzymano: 08 lis 2022

Przyjęty: 14 lis 2022

DOI: https://doi.org/10.2478/atd-2023-0002

Słowa kluczowe
job demands, job resources, personal resources, emotional exhaustion, burnout syndrome

© 2023 Juana M. Lang et al., published by Sciendo

This work is licensed under the Creative Commons Attribution 4.0 International License.

Exploring Middle School Teachers’ Job Demands and Job Resources during COVID-19

Data publikacji: 15 lut 2023

Zakres stron: 26 - 54

Otrzymano: 08 lis 2022

Przyjęty: 14 lis 2022

DOI: https://doi.org/10.2478/atd-2023-0002

Słowa kluczowejob demands, job resources, personal resources, emotional exhaustion, burnout syndrome

© 2023 Juana M. Lang et al., published by Sciendo

This work is licensed under the Creative Commons Attribution 4.0 International License.

Słowa kluczowe
job demands, job resources, personal resources, emotional exhaustion, burnout syndrome