Title: The impact of sudden forced-migration to the online world during COVID-19 pandemic on teachers' burnout

Authors: Atef Abuhmaid

Addresses: The Hashemite University, Zarqa, Jordan

Abstract: As the COVID-19 crisis spread around the world by early 2020, countries, institutions, and individuals worldwide had to respond swiftly to the pandemic. In Jordan, all teachers were required to resume teaching online from home during the second semester of the scholastic year 2019/2020. Owing the various stressful issues associated with the fundamental and sudden shift to online teaching, teachers were expected to experience burnout which usually impacts professional and personal lives of teachers. The current study examined the impact of certain variables (sex, age, marital status, type of school and stage) on teachers' burnout levels during the lockdown of COVID-19. The study investigated the three burnout domains (Emotional exhaustion, Depersonalisation, and Personal accomplishment) based on Maslach Burnout Inventory 22-items which was administered online to a stratified random sample of (3162) teachers from all regions of Jordan. The results showed that online teaching resulted in teachers' high to moderate levels of burnout in the three domains of burnout during COVID-19 lockdown. Overall male, older, married, governmental and secondary schools teachers reported higher levels of burnout in the three domains than the other teachers.

Keywords: COVID-19 lockdown; teacher burnout; Jordanian teachers; disrupted education; online teaching.

DOI: 10.1504/IJTEL.2022.125844

International Journal of Technology Enhanced Learning, 2022 Vol.14 No.4, pp.347 - 362

Received: 28 Sep 2020
Accepted: 18 Jun 2021
Published online: 30 Sep 2022 *

Full-text access for editors Full-text access for subscribers Purchase this article Comment on this article