Research Article
Preliminary Investigation of Teachers’ Emotional Exhaustion, Teaching Efficacy, Hope, and Colleague Support during the COVID-19 Pandemic
Crystal I. Bryce 
,
Leigh McLean,
Kristen L. Granger,
Paul Espinoza,
Ashley M. Fraser
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Bryce CI, McLean L, Granger KL, Espinoza P, Fraser AM. Preliminary investigation of teachers’ emotional exhaustion, teaching efficacy, hope, and colleague support during the COVID-19 pandemic. European J Psychol E. 2022;5(2):115-126. doi: 10.12973/ejper.5.2.115
Bryce, C. I., McLean, L., Granger, K. L., Espinoza, P., & Fraser, A. M. (2022). Preliminary investigation of teachers’ emotional exhaustion, teaching efficacy, hope, and colleague support during the COVID-19 pandemic. European Journal of Psychology and Educational Research, 5(2), 115-126. https://doi.org/10.12973/ejper.5.2.115
Bryce Crystal I., Leigh McLean, Kristen L. Granger, Paul Espinoza, and Ashley M. Fraser. "Preliminary Investigation of Teachers’ Emotional Exhaustion, Teaching Efficacy, Hope, and Colleague Support during the COVID-19 Pandemic," European Journal of Psychology and Educational Research 5, no. 2 (2022): 115-126. https://doi.org/10.12973/ejper.5.2.115
Bryce, CI McLean, L Granger, KL Espinoza, P & Fraser, A 2022, 'Preliminary investigation of teachers’ emotional exhaustion, teaching efficacy, hope, and colleague support during the COVID-19 pandemic', European Journal of Psychology and Educational Research, vol. 5, no. 2, pp. 115-126. Bryce, Crystal I. et al. "Preliminary Investigation of Teachers’ Emotional Exhaustion, Teaching Efficacy, Hope, and Colleague Support during the COVID-19 Pandemic." European Journal of Psychology and Educational Research, vol. 5, no. 2, 2022, pp. 115-126, https://doi.org/10.12973/ejper.5.2.115.
Abstract
The COVID-19 pandemic required teachers to quickly adapt to changes in teaching likely impacting teachers’ emotional exhaustion and feelings of teaching efficacy. Further, teachers’ experience in the classroom may have shaped how they responded to the crisis and changes. Although teachers faced these unprecedented shifts, it is possible that both internal (i.e., hope) and external (i.e., social support) sources of support may act as promotive factors for teacher outcomes. The present study describes how teachers’ emotional exhaustion, teaching self-efficacy, and supports (hope and colleague) were associated with one another one year into the pandemic. Associations were compared across early-/mid-career and veteran teachers. Results showed higher emotional exhaustion and lower hope for early-/mid-career teachers compared to veteran teachers, and a negative relation between emotional exhaustion and hope for early-/mid-career teachers. Pre-pandemic emotional exhaustion predicted hope during the pandemic for all teachers. Implications include supporting teacher well-being and career longevity considering acute stress.
Keywords: COVID-19, hope, teacher emotional exhaustion, teaching experience, teaching self-efficacy.
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