https://hdl.handle.net/10680/1316 Sat, 23 Jul 2022 02:07:54 GMT 2022-07-23T02:07:54Z https://hdl.handle.net/10680/2007 This is Us: Latent Profile Analysis of Canadian Teachers’ Burnout during the COVID-19 Pandemic Babb, Jeff; Sokal, Laura; Eblie Trudel, Lesley During the initial wave of the COVID-19 pandemic, 1,930 Canadian teachers were surveyed about their burnout and resilience levels, as well as their job demands and resources. Latent profile analysis revealed that teachers were responding to their experiences in five distinct patterns, or profiles, of burnout or resilience. Survey data were then used to match each profile group with their salient demands and resources. A continuum model of recommendations is offered to support teacher resilience as they navigate and recover from the pandemic. / Au cours de la vague initiale de la pandémie de COVID-19, 1 930 enseignants canadiens ont été interrogés sur leur degré d’épuisement professionnel et de résilience, ainsi que sur les exigences liées au travail et leurs ressources. L’analyse des profils latents a révélé que les enseignants réagissaient à ces situations selon cinq modèles ou profils distincts d’épuisement ou de résilience. Les données de l’enquête ont ensuite été utilisées pour faire correspondre chaque groupe de profils aux exigences de travail et ressources principales déclarées. Un modèle de continuum de recommandations est proposé pour soutenir la résilience des enseignants alors qu’ils traversent et se remettent de la pandémie. Sat, 01 Jan 2022 00:00:00 GMT https://hdl.handle.net/10680/2007 2022-01-01T00:00:00Z https://hdl.handle.net/10680/1988 Transformational Leadership Approaches and Their Influence on Teacher Resilience During the COVID-19 Pandemic Eblie Trudel, Lesley; Sokal, Laura; Babb, Jeff With stress documented beyond inherent levels in our initial research with Canadian teachers during the COVID-19 pandemic, this case study moves beyond the consideration of individual strategies to reduce burnout, toward an examination of situational approaches to support teachers during this time of disruptive change. Using the Areas of Worklife Model, we present an analysis of in-depth interviews and focus groups with Canadian educational leaders on key transformational leadership approaches that were applied during the COVID-19 pandemic. In addition to observations about contextual factors which led to imbalance and adversity for teachers, insights were gained into leadership approaches which conversely increased balance and engagement resulting in overall enhanced teacher resilience. Sat, 01 Jan 2022 00:00:00 GMT https://hdl.handle.net/10680/1988 2022-01-01T00:00:00Z https://hdl.handle.net/10680/1958 Planning for Teacher Recovery from the COVID-19 Pandemic: Adaptive Regulation to Promote Resilience Eblie Trudel, Lesley G.; Sokal, Laura J.; Babb, Jeff C. Increased job demands coupled with insufficient resources, typically result in job strain which can lead to burnout. However, in a series of studies conducted with Canadian teachers during the COVID-19 pandemic, the findings indicated that not all teachers were experiencing this phenomenon. Whereas some teachers struggled to keep up with demands which surpassed their job and personal resources, others remarkably experienced achievement and growth. This article features a discussion of a multi-system approach of adaptive regulation proposed to maintain and enhance resilience, notably in response to the diversity of teacher experiences reported in the Canadian studies. While previous literature has discussed the construct of adaptive regulation in mitigating burnout and promoting resilience, it has not been considered for efforts aimed at teacher recovery from a pandemic. Fri, 25 Jun 2021 00:00:00 GMT https://hdl.handle.net/10680/1958 2021-06-25T00:00:00Z https://hdl.handle.net/10680/1949 老师的声音:大流行对未来的教训of Education Eblie Trudel, Lesley G.; Sokal, Laura J.; Babb, Jeff C. In late 2019 and early 2020, governments around the world closed educational institutions due to the COVID-19 pandemic. A similar response occurred in Canada and resulted in a sudden pivot by teachers from classroom-based instruction to remote teaching. During and shortly after this time, we undertook a survey study of over 2000 Canadian teachers, as well as follow-up interviews with a representative sub-set of those who took part in the initial round of the survey, to gain perspectives on teaching during the pandemic crisis. We summarize the foundations of the entire study and focus on the analysis and discussion of interview data to provide enhanced understanding of initial survey results. This study presents five lessons from the voices of teachers in the initial stages of COVID-19 in Canadian K-12 schools. Each lesson addresses a reality of teaching that was magnified by the pandemic and is highlighted for future consideration of educators in times of uncertainty and change. Wed, 26 May 2021 00:00:00 GMT https://hdl.handle.net/10680/1949 2021-05-26T00:00:00Z