Changes in Teacher Burnout and Self-Efficacy During the COVID-19 Pandemic: Interrelations and e-Learning Variables Related to Change

Although the reciprocal relationship of teacher burnout and self-efficacy (TSE) is well documented, literature still lacks studies investigating their (latent) changes interrelations change over time. By applying a latent regression model in our study, we aimed to contribute this research gap by examining relations TSE during COVID-19 pandemic—a very challenging time for teachers. As implementation digital learning material played major role pandemic, were also interested if attitudes toward e-Learning related TSE. Our sample consisted 92 German in-service teachers who completed questionnaire twice 2019–2020 school year. main findings are that components depersonalization lack accomplishment significantly increased from pre- post-COVID-19 outbreak, whereas emotional exhaustion did not. Changes negatively correlated TSE, but found little evidence with variables concerning e-Learning. indicate challenge was not work overload rather resources. Implications practice discussed.