Navigating Emotional and Professional Challenges in Remote Teaching: Examining Teacher Well-Being, Burnout, and Socio-Emotional Learning Through the Job Demands-Resources Model.
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| Title: | Navigating Emotional and Professional Challenges in Remote Teaching: Examining Teacher Well-Being, Burnout, and Socio-Emotional Learning Through the Job Demands-Resources Model. |
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| Authors: | Boison, Benjamin1 benboison1@gmail.com, Burke, Anne2 |
| Source: | British Journal of Teacher Education & Pedagogy. May-Aug2025, Vol. 4 Issue 2, p15-27. 13p. |
| Subject Terms: | *Career development, *Psychology of teachers, *Autodidacticism, *Professional employee training, *Blended learning, *Psychological burnout, Maslach Burnout Inventory |
| Abstract: | The COVID-19 pandemic led to an abrupt shift to online learning, significantly increasing both the professional and emotional demands placed on educators. This qualitative case study examines the experiences of seven elementary school staff members in Newfoundland and Labrador who participated in the ADVOST project, focusing on how they navigated the challenges of remote instruction and the coping strategies they employed to maintain their well-being. Grounded in the Job Demands-Resources (JD-R) Model, this study explores how high job demands--including increased workload, digital adaptation, and the emotional labour of student support--affected teacher well-being and how job resources helped mitigate stress and sustain engagement. Findings indicate that emotional exhaustion and burnout were prevalent, particularly due to the blurring of professional and personal boundaries, extended work hours, and the need for continuous student support. However, educators also demonstrated resilience through strategic adaptation, drawing on peer collaboration, professional experience, and structured socio-emotional learning (SEL) practices to manage stress. SEL emerged as a critical job resource, helping educators regulate emotions, sustain motivation, and foster engagement in digital learning environments. Educators who incorporated structured emotional check-ins, student engagement strategies, and relational pedagogy reported greater well-being and job satisfaction. Despite these benefits, formal SEL-focused professional development was inconsistent, with many educators relying on self-directed learning rather than structured institutional training. Beyond individual strategies, the study highlights the importance of institutional support in fostering sustainable teaching environments. Educators who had access to professional collaboration, administrative backing, and clear policies on workload management were better positioned to navigate remote instruction. As digital and hybrid learning models continue to shape the future of education, this study calls for evidence-based, SEL-focused professional development initiatives that provide practical strategies for managing emotional labor, preventing burnout, and strengthening teacher resilience. By situating teacher well-being alongside instructional effectiveness, this research contributes to Canadian and international discussions on educator sustainability, offering actionable solutions for improving institutional support, professional learning opportunities, and long-term resilience in digital education settings. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
| Abstract: | The COVID-19 pandemic led to an abrupt shift to online learning, significantly increasing both the professional and emotional demands placed on educators. This qualitative case study examines the experiences of seven elementary school staff members in Newfoundland and Labrador who participated in the ADVOST project, focusing on how they navigated the challenges of remote instruction and the coping strategies they employed to maintain their well-being. Grounded in the Job Demands-Resources (JD-R) Model, this study explores how high job demands--including increased workload, digital adaptation, and the emotional labour of student support--affected teacher well-being and how job resources helped mitigate stress and sustain engagement. Findings indicate that emotional exhaustion and burnout were prevalent, particularly due to the blurring of professional and personal boundaries, extended work hours, and the need for continuous student support. However, educators also demonstrated resilience through strategic adaptation, drawing on peer collaboration, professional experience, and structured socio-emotional learning (SEL) practices to manage stress. SEL emerged as a critical job resource, helping educators regulate emotions, sustain motivation, and foster engagement in digital learning environments. Educators who incorporated structured emotional check-ins, student engagement strategies, and relational pedagogy reported greater well-being and job satisfaction. Despite these benefits, formal SEL-focused professional development was inconsistent, with many educators relying on self-directed learning rather than structured institutional training. Beyond individual strategies, the study highlights the importance of institutional support in fostering sustainable teaching environments. Educators who had access to professional collaboration, administrative backing, and clear policies on workload management were better positioned to navigate remote instruction. As digital and hybrid learning models continue to shape the future of education, this study calls for evidence-based, SEL-focused professional development initiatives that provide practical strategies for managing emotional labor, preventing burnout, and strengthening teacher resilience. By situating teacher well-being alongside instructional effectiveness, this research contributes to Canadian and international discussions on educator sustainability, offering actionable solutions for improving institutional support, professional learning opportunities, and long-term resilience in digital education settings. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 27551482 |
| DOI: | 10.32996/bjtep.2025.4.2.3 |
