Canadian teachers' attitudes toward change, efficacy, and burnout during the COVID-19 pandemic

Abstract

Canadian teachers (N = 1626) took part in a longitudinal, national survey conducted at two points early in the COVID-19 pandemic. Results indicated that teacher efficacy, attitudes toward change, and perceptions of administrative support were correlated with teacher resilience and burnout at the onset of the pandemic. Over the first three months of the pandemic, teachers demonstrated increasing exhaustion and cynicism but also increased efficacy for classroom management and increased sense of accomplishment. In addition, teachers' cognitive and emotional attitudes toward change became more negative. Implications of the deficit of resources to demands that result in teacher stress and burnout over time are discussed.