COVID-19 and Teachers' Somatic Burden, Stress, and Emotional Exhaustion: Examining the Role of Principal Leadership and Workplace Buoyancy

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  • Author(s): Collie, Rebecca J. (ORCID Collie, Rebecca J. (ORCID 0000-0001-9944-2703)
  • Language:
    English
  • Source:
    AERA Open. Jan-Dec 2021 7(1).
  • Publication Date:
    2021
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: [email protected]; Web site: http://sagepub.com
    • Peer Reviewed:
      Y
    • Source:
      15
    • Subject Terms:
      COVID-19; Pandemics; Teaching Conditions; Principals; Leadership Responsibility; Work Environment; Fatigue (Biology); Stress Variables; School Closing; Change; Emotional Response; Professional Autonomy; Leadership Styles; Foreign Countries; Teacher Burnout; Resilience (Psychology); Teacher Characteristics; Gender Differences; Personality Traits
    • Subject Terms:
      Australia
    • ISSN:
      2332-8584
    • Abstract:
      The role of two leadership factors (autonomy-supportive and autonomy-thwarting leadership) and one personal resource (workplace buoyancy) were examined as predictors of three teacher outcomes: somatic burden, stress related to change, and emotional exhaustion. Data were collected from 325 Australian teachers in May, 2020 during the first wave of COVID-19. During this time, many Australian children were being taught remotely from home, while other students were attending schools in-person. Findings showed that autonomy-supportive leadership was associated with greater buoyancy and, in turn, lower somatic burden, stress related to change, and emotional exhaustion (while controlling for covariates, including COVID-19 work situation). Autonomy-thwarting leadership was positively associated with emotional exhaustion. In addition, autonomy-supportive leadership was indirectly associated with the outcomes. The findings provide understanding of factors that may be harnessed to support teachers during subsequent waves of COVID-19 and other future disruptions to schooling that may occur.
    • Abstract:
      As Provided
    • Publication Date:
      2022
    • Accession Number:
      EJ1323856