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] |
| Copyright of British Journal of Teacher Education & Pedagogy is the property of Al-Kindi Center for Research & Development and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 185495837 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Navigating Emotional and Professional Challenges in Remote Teaching: Examining Teacher Well-Being, Burnout, and Socio-Emotional Learning Through the Job Demands-Resources Model. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Boison%2C+Benjamin%22">Boison, Benjamin</searchLink><relatesTo>1</relatesTo><i> benboison1@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Burke%2C+Anne%22">Burke, Anne</searchLink><relatesTo>2</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22British+Journal+of+Teacher+Education+%26+Pedagogy%22">British Journal of Teacher Education & Pedagogy</searchLink>. May-Aug2025, Vol. 4 Issue 2, p15-27. 13p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Career+development%22">Career development</searchLink><br />*<searchLink fieldCode="DE" term="%22Psychology+of+teachers%22">Psychology of teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Autodidacticism%22">Autodidacticism</searchLink><br />*<searchLink fieldCode="DE" term="%22Professional+employee+training%22">Professional employee training</searchLink><br />*<searchLink fieldCode="DE" term="%22Blended+learning%22">Blended learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Psychological+burnout%22">Psychological burnout</searchLink><br /><searchLink fieldCode="DE" term="%22Maslach+Burnout+Inventory%22">Maslach Burnout Inventory</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of British Journal of Teacher Education & Pedagogy is the property of Al-Kindi Center for Research & Development and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.32996/bjtep.2025.4.2.3 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 13 StartPage: 15 Subjects: – SubjectFull: Career development Type: general – SubjectFull: Psychology of teachers Type: general – SubjectFull: Autodidacticism Type: general – SubjectFull: Professional employee training Type: general – SubjectFull: Blended learning Type: general – SubjectFull: Psychological burnout Type: general – SubjectFull: Maslach Burnout Inventory Type: general Titles: – TitleFull: Navigating Emotional and Professional Challenges in Remote Teaching: Examining Teacher Well-Being, Burnout, and Socio-Emotional Learning Through the Job Demands-Resources Model. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Boison, Benjamin – PersonEntity: Name: NameFull: Burke, Anne IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 05 Text: May-Aug2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 27551482 Numbering: – Type: volume Value: 4 – Type: issue Value: 2 Titles: – TitleFull: British Journal of Teacher Education & Pedagogy Type: main |
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