Journal of Education and Human Development

Preventing Educator Burnout: Supporting the Well-Being of Pre-Service and First-Year Teachers Post COVID-19
Dr. La’Keshia Opara-Nadi, Dr. Kanesha Bennett, Dr. Trashonda Dixon

Abstract
The COVID-19 pandemic significantly disrupted teacher training. Because of partial school closures, social distancing, and the rapid move to online teaching, trainee and first-year teachers have had vastly different learning experiences from previous cohorts (Royal Society of Chemistry, 2021). COVID-19 significantly disrupted the preparation of pre-service and first-year teachers. Many pre-service and first-year teachers, post-COVID, need more emotional and physical capacities to deal with the demands of teaching. Post Covid-19 studies have reported that pre-service and first-year teachers have experienced extreme burnout, an enduring state of mental, emotional, and physical exhaustion induced by chronic stress leading to negative sentiments toward one's professional self-efficacy (Maslach, 1982; Schaufeli et al., 2009; Herman et al., 2018). Pre-service and first-year teachers need support through induction, professional development, and social-emotional coping strategies to ensure their students' success.

Full Text: PDF     DOI: 10.15640/jehd.v12n2a3