Britta Klopsch, Carsten Rohlfs
[School-related attitudes of children from educationally disadvantaged backgrounds in the corona pandemic]
Zeitschrift fur bildungsforschung
sudden change instructional mode facetoface online teaching covid19 pandemic forced teachers develop ict skills knowledge cope newly imposed job pressures imbalance job demands resources context led teachers severe burnout retrospective study utilized mixed methods approach examine teachers coping mechanisms technological pedagogical content knowledge tpack job burnout amid covid19 pandemic data gathered 307 teachers experience emergency remote teaching ert time returned school spring 2022 structural equation modeling used investigate mediating role tpack relationship coping strategies burnout results revealed direct effects pathways avoidant active positive evasive coping burnout highlighting role avoidant strategies harming teachers wellbeing problemfocused strategies promoting teachers mental health also indirect effects active positive coping burnout tpack constructive approach fighting back crisis verified direct effect tpack burnout hindrance significant showing higher levels tpack guaranteed lower job burnout emotional drain analyzing interviews 31 teachers revealed tpack functioned stressor outset pandemic resource overcoming strain resolving challenges midst crisis till schools reopened findings underscore significant role teachers updated knowledge base reducing job pressure taking proper decisions cope well unforeseen circumstances study practical implications policymakers teacher educators school administrators pay immediate attention collective wisdom organizational support technological infrastructures improving teachers wellbeing professional success