Teacher Resilience and Burnout in Post-COVID Classrooms

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Vishal Jaiswal

Independent Researcher

Chhattisgarh, India

Abstract
The COVID‑19 pandemic precipitated a dramatic shift in educational delivery models worldwide, compelling teachers to navigate a complex array of instructional modes—from fully remote to hybrid and back to face‑to‑face learning environments. In the wake of these rapid transitions, educators have grappled with heightened workloads, prolonged screen time, and the emotional toll of supporting students through trauma and learning loss. Simultaneously, many teachers have exhibited remarkable resilience, leveraging adaptive strategies, social supports, and reflective practices to sustain their well‑being and instructional effectiveness. This study investigates the interplay between resilience and burnout among 200 K–12 teachers operating in post‑COVID classrooms. Employing a structured survey that integrates the Connor‑Davidson Resilience Scale and the Maslach Burnout Inventory, we assess resilience levels, burnout dimensions (emotional exhaustion, depersonalization, and personal accomplishment), and demographic and contextual influences. Findings reveal a robust inverse relationship between resilience and burnout indicators, indicating that educators with stronger adaptive capacities report significantly lower exhaustion and cynicism alongside higher senses of professional efficacy. Additional analyses highlight the moderating roles of experience level and school setting on these dynamics. The study concludes with targeted recommendations for professional development, peer support systems, and institutional policies designed to bolster teacher resilience and mitigate burnout in evolving educational contexts.

Keywords
Resilience, Burnout, Post-COVID Classrooms, Teacher Well‑Being, Educational Psychology

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