Post-Traumatic Growth and Protection From Burnout in Teachers During the COVID-19 Pandemic
Teachers have demonstrated a wide range of responses to the challenges of teaching within a pandemic. The current study investigated the relationship between resilience and post-traumatic growth in teachers during the COVID-19 pandemic. Based on administration of the Maslach Burnout Inventory in 2022, four teachers demonstrated high levels of resilience, indicating the potential that they had experienced post-traumatic growth. Follow-up interviews were therefore conducted to investigate whether these teachers demonstrated all seven characteristics of post-traumatic growth. Although all four resilient teachers indicated experiencing several characteristics, only two teachers demonstrated post-traumatic growth. The findings support a clear distinction between resilience and post-traumatic growth. Implications related to future research using both qualitative and quantitative methods to further illuminate the processes and conditions of post-traumatic growth are discussed.
Keywords: Post-traumatic growth, teachers, pandemic, resilience, Canada
Les enseignants ont fait preuve d'un large éventail de réactions face aux défis de l'enseignement dans le cadre d'une pandémie. La présente étude a examiné la relation entre la résilience et la croissance post-traumatique chez les enseignants pendant la pandémie de COVID-19. L'administration du Maslach Burnout Inventory, un questionnaire évaluant les symptômes de l’épuisement professionnel, en 2022 a révélé des niveaux élevés de résilience chez quatre enseignants, indiquant la possibilité qu'ils aient connu une croissance post-traumatique. Des entrevues de suivi ont donc été menés pour déterminer si ces enseignants présentaient les sept caractéristiques de la croissance post-traumatique. Bien que les quatre enseignants résilients aient indiqué avoir vécu plusieurs de ces éléments, seuls deux enseignants ont fait preuve d'une croissance post-traumatique. Les résultats soutiennent une distinction claire entre la résilience et la croissance post-traumatique. L’article discute des implications liées aux recherches futures utilisant des méthodes qualitatives et quantitatives pour éclairer davantage les processus et les conditions de la croissance post-traumatique.
Mots clés : croissance post-traumatique, enseignants, pandémie, résilience, Canada
How to Cite
UNIVERSITY OF ALBERTA COPYRIGHT LICENSE AND PUBLICATION AGREEMENT
If accepted, authors will be asked to sign a copyright agreement with the following points:
A. Where there is any inconsistency between this Copyright License and Publication Agreement and any other document or agreement in relation to the same subject matter, the terms of this Agreement shall govern.
B. This document sets out the rights you are granting in relation to publication of your article, book review, or research note entitled (the “Article”) through inclusion in the academic journal titled Alberta Journal of Educational Research (the “Journal”) published through the Faculty of Education, representing the Governors of the University of Alberta (the “Journal Editor”).
C. There will be no payment to you for this publication and grant of rights. In consideration of the agreement to publish the Article in the Journal:
1. You are warranting that:
- the content of the Article is your original work, and its content does not contain any material infringing the copyright of others; or, where the Article is not entirely your original work, you have obtained all necessary permissions in writing to grant the rights you are giving in this agreement;
- the content of the Article does not contain any material that is defamatory of, or violates the privacy rights of, or discloses the confidential information of, any other person;
- the Article has not been published elsewhere in whole or in part, and you will not allow publication of the Article elsewhere without the consent of the Journal Editor;
- the names of all co-authors and contributors to the Article are:
2. You agree to license the copyright in the Article to the Journal Editor, on a worldwide, perpetual, royalty free basis; and to the extent required by the terms of this agreement. You shall retain the right at all times to be acknowledged as the/an author of the Article.
3. You further agree that the Journal Editor has the entitlement to deal with the Article as the Journal Editor sees fit, and including in the following manner;
- The right to print, publish, market, communicate and distribute the Article and the Journal, in this and any subsequent editions, in all media (including electronic media), in all languages, and in all territories, ing the full term of copyright, and including any form of the Article separated from the Journal, such as in a database, abstract, offprint, translation or otherwise, and to authorize third parties to do so;
- The right to register copyright of the Journal;
- The right to edit the Article, to conform to editorial policy as the Journal Editor sees fit.
4. If any co-author or contributor to the Article does not sign this agreement, the Journal Editor reserves the right to refuse to publish the Article.