What Do Teachers Know About Student Burnout Symptoms During the COVID-19 Pandemic?
Abstract
Research Objectives and Problems: The aim of this article is to analyze the phenomenon of student burnout in the context of the COVID-19 pandemic and examine the extent to which teachers can recognize burnout symptoms in students. The study considers both teachers’ and parents’ perspectives, highlighting discrepancies in their identification of symptoms.
Research Methods: The study utilized the Perceived School Burnout (PSB) scale and the e-Learning Burnout Scale (E-SBS) to collect data from teachers, parents, and students. Statistical analysis focused on correlations between teachers’ assessments and students’ subjective experiences of burnout.
Structure of the Article: The article begins with a discussion of the theoretical foundations of school burnout and the role of teachers in identifying students’ problems. This is followed by a presentation of research methods, an analysis of results, and a discussion of the pandemic’s impact on exacerbated student burnout.
Research Findings and their Influence on Pedagogical Science: Findings reveal significant differences in how teachers and parents perceive symptoms of burnout. Teachers often fail to detect symptoms, which may delay interventions for students’ problems. The study underscores the need for better teacher education in recognizing the early signs of school burnout.
Conclusion and/or recommendations: The findings reveal the importance of introducing comprehensive training in schools to help teachers identify early signs of school burnout and intervene effectively. In light of the data, preventive measures should cover students, teachers, and parents.
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