The COVID-19 pandemic has significantly changed the way of life for the vast majority of people. Separately, it is worth highlighting school teachers who are faced with new, not so much relevant before problems. This is mainly due to the fact that the very process of education and training has changed, turning into a distance one. This led to the fact that teachers began to experience an increase in emotional burnout and depression. The fact is that with the advent of Internet technologies, schoolchildren have more opportunities to cheat, skip classes and neglect the process (Brasfield et al., 2019, p. 168). This leads to visible disinterest and indifference towards the teacher, which serves as a factor that reduces motivation (Herman et al., 2018, p. 93). In addition, on professionals, the recruitment became more obvious, and the load increased. Since the interaction with the computer and technology generates more actions, the working day of a specialist increases markedly, and the salary does not grow. All this leads to the fact that the mental state of teachers is deteriorating, there is frustration and disappointment in the work (Pressley, 2021, p. 326). At the same time, the nature of interaction with students has changed from lively and emotional to monotonous remote. Thus, the work of teachers is complicated in several ways at the same time. Finally, another factor is that some teachers are at an age where more time is needed to adjust and adapt (Herman et al., 2018, p. 97). The combination of the above factors creates a depressing and burdensome working atmosphere for specialists, which leads to emotional burnout and a decrease in the quality of educational services.
References
Brasfield, M. W., Lancaster, C., & Xu, Y. J. (2019). Wellness as a Mitigating Factor for Teacher Burnout. Journal of Education, 199(3), 166–178. Web.
Herman, K. C., Hickmon-Rosa, J., & Reinke, W. M. (2018). Empirically Derived Profiles of Teacher Stress, Burnout, Self-Efficacy, and Coping and Associated Student Outcomes. Journal of Positive Behavior Interventions, 20(2), 90–100. Web.
Pressley, T. (2021). Factors Contributing to Teacher Burnout During COVID-19. Educational Researcher, 50(5), 325–327. Web.