Infographics
Research is more powerful when it is accessible and easy to understand. An ongoing project we are undertaking is transforming some of our key research findings into bite-sized infographics so they can be more widely shared with stakeholders, including teachers, administrators, government policy makers, and the general public. New infographics will be posted as they are developed during 2024 and 2025. Please see (and share!) some of our findings below.
27
Canadian Educators' Post-Pandemic Recovery and Students' Unmet Needs: Who is Left Behind?
We already know that the impact and after-effects of Covid 19 have had a significant impact on educational systems around the world and the students within them, particularly students with special educational needs (SENs). In this study, we wanted to explore the relationship between educator mental health and and student needs. We surveyed over 200 Canadian educators, and found that over a third of educators rarely or never met all students' academic, social, and behavioural needs, and that this particularly impacted students with disabilities. We also found that educators with poorer mental health were more likely to leave their jobs and were less likely to meet student needs.
This research underscores the critical nature of educator mental health in the education system's recovery from the pandemic, and the critical need to support this as a social imperative for equitable education.
Read the full article here: Sokal, L., Sharma, U., & Eblie Trudel, L. (2024). Canadian teachers’ post-pandemic recovery and students’ unmet needs: Who is left behind? Teaching and Teacher Education. https://authors.elsevier.com/sd/article/S0742-051X(24)00406-2
26
Organizational Commitment in Teachers, Principals, and Educational Assistants Post-Pandemic: Separate but Together
In this study, we looked at how well-being, recovery, resilience, and connectedness relate to post-pandemic organizational commitment for certain education sector employees. We examined data collected through surveys from over 1000 educators as part of a larger intervention focused on education sector renewal and recovery. We found that increasing well-being for teachers, and connectedness for principals and EAs increased the likelihood of being having high commitment to and lower risk of leaving the workplace. This is important, as organizational commitment is essential for recovery and sustainability of the sector in general.
Read the full article here: Sokal, L., Eblie Trudel, L. & Uzelmann, K. (2024). Logistic regression of organizational commitment in teachers, principals, and educational assistants’ post-pandemic: Separate but together. Social Sciences and Humanities Open. https://authors.elsevier.com/sd/article/S2590-2911(24)00395-4
25
Determining Post-Pandemic Organizational Health in the Education Sector
This study aimed to determine the effectiveness of school-based workshop interventions facilitated by a national mental health organization for employees in the Canadian education sector, looking at five variables of organizational health: connectedness, commitment, well-being, recovery, and resilience. We learned that the effectiveness of the workshops was mixed-- some participants reported positive outcomes, and others continued to struggle, which suggests future programming could consider the varied responses to workshop interventions and tailor support mechanisms accordingly.
Read the full article here:
Eblie Trudel, L., & Sokal, L. (2024). Determining post-pandemic organizational health in the education sector: A review of a school-based workshop programming intervention. American Journal of Education and Learning, 9(2), 205-221. https://onlinesciencepublishing.com/index.php/ajel/article/view/1221/1629
24
CMHA Final Report 2023-24: Evaluation of the Care for All in Education Program
The Canadian Mental Health Association (CMHA) and the University of Winnipeg have been collaborating to research the effects of the Care for All in Education (CFAIE) program, which aims to address burnout in the education sector, since 2020. This year's study found that participant satisfaction with workshops was high, and that workshops led to improvements in well-being, recovery, and organizational commitment. Next steps include examining ways to rebalance educators' job demands with additional resources and prioritizing mental health programming for students.
23
Measuring Post-Pandemic Education Recovery After Year 1 of a Canadian Mental Health Association (CMHA) Intervention: Progress and Next Steps
Based on a national survey conducted in 2020-21 that revealed high levels of burnout amongst teachers in Manitoba, the Manitoba government responded by funding the CMHA to develop resources to combat burnout and support recovery in the education sector. This study aimed to evaluate the effectiveness of workshop interventions and make recommendations for future programming.
The study found that the CMHA's intervention had a positive impact on participants, but that there was no significant change in organizational commitment. The report recommends that programming continue to focus on resilience, connectedness, recovery, well-being, and organizational commitment.
22
From Responses to Recovery: Puzzles, Boats, and the Covid-19 Pandemic
Using a large-scale, SSHRC-funded study, we surveyed over 2,000 Canadian teachers for almost three years, using the J-DR and Maslach and Jackson model to analyze the results. There were five distinct profiles of teacher responses to the pandemic identified: Engaged, Involved, Over-Extended, Detached, and Inefficacious. Understanding the diversity of experiences in stress and burnout is important in providing proper support and resources.
Read the full article here: utm_source=EdCan+Network+Newsletters&utm_campaign=c2dfa34e3d-Bulletin+April+2023+%28PRIME%29&utm_medium=email&utm_term=0_-ea397ce984-%5BLIST_EMAIL_ID%5D
21
Dynamic Perspectives on Education During the COVID 19 Pandemic and Implications for Teacher Well-Being
In this study, we wanted to further investigate the demands, changing perspectives, and coping mechanisms employed by Manitoba teachers during the COVID 19 pandemic. A quantitative online survey of 147 participants was followed by bi-weekly interviews with 21 teachers during the 2020-21 school year, and a further follow-up interview a year later.
Themes relating to physical health, safety, student needs, demands and resources, and support from administrators and colleagues emerged. The findings indicate a need for improving organizational support to enhance teacher resilience and work-life balance during stressful periods.
Read the full article here: Eblie Trudel, L. & Sokal, L. (2023). Dynamic perspectives on education during the COVID-19 pandemic and implications for the future of teacher well-being. International Journal of Educational Research Open. https://authors.elsevier.com/sd/article/S2666-3740(23)00016-X
20
Post-Traumatic Growth and Protection From Burnout in Teachers During the Covid-19 Pandemic
In this study, we wanted to investigate the prevalence of post-traumatic growth (PTG) within Canadian teachers who had previously demonstrated flourishing (Engaged and Involved) profiles in response to the pandemic. We wanted to know how these teachers may have demonstrated the characteristics of PTG and whether being part of the Engaged and Involved profile groups predicted PTG.
We found that two out of the four teachers in these groups demonstrated PTG during the pandemic. We also found that avoiding burnout and experiencing a flourishing mental state do not necessarily indicate PTG.
Read the full article here: Sokal, L., Eblie Trudel, L. & Heaman-Warne, C. (2023). Post-Traumatic Growth and protection from burnout in teachers during the COVID-19 pandemic. Alberta Journal of Educational Research, 69(2), 254- 271. https://journalhosting.ucalgary.ca/index.php/ajer/article/view/76706
19
The Effects of a School-Based, Post-Pandemic Recovery Intervention on Canadian Educators
In this study, we aimed to provide empirical evidence of effective interventions that supported educators in a post-pandemic school system, especially in regards to educator recovery and resilience from burnout and elevated stress.
Over 600 educators participated in an intervention program that collected data from both participants and a control group focused on elements such as connectedness, well-being, and organizational commitment. We learned that this school-based mental health intervention program had a significant positive impact on educator well-being and recovery when comparing pre- to post-intervention.
Read the full article here:
Sokal, L. & Eblie Trudel, L. (2023). Effects of a school-based, post-pandemic recovery intervention on Canadian educators. International Journal of Educational Research Open, 5, https://authors.elsevier.com/sd/article/S2666-3740(23)00073-0.
18
Demoralization as a Form of Teacher Burnout
In this study, we examined Santoro's theory that demoralization is a process that is distinct from burnout. We conducted an investigative review process to re-conceptualize the model of teacher burnout to determine whether current research and theorizing about burnout could in fact capture demoralization as a key component.
We found that demoralization is a distinct and additional form of teacher burnout involving withdrawal from systems of schooling.
We also found that burnout in teachers is a process that each individual experiences and responds to differently, suggesting that teachers may withdraw either from their work, their students, or both, and highlighting the need for differentiated, multi-level responses to the different causes and manifestations of burnout.
Read the full article here:
Sokal, L. & Eblie Trudel, L. (2023). Demoralization as a form of teacher burnout. McGill Journal of Education, 57(2). https://mje.mcgill.ca/issue/view/577
17
Transformational Leadership Approaches and Their Influence on Teacher Resilience During the COVID-19 Pandemic
In this study, we asked leaders from various divisions across our province to share their experiences and perspectives on their leadership approaches during the pandemic, particularly as they related to the challenges they faced.
The research combined in-depth interviews, focus groups, observations and insights within each aspect of the Areas of Worklife (AW) model. We learned that transformational leadership approaches played a crucial rule in things such as managing work overload, job demands, professional development opportunities and ensuring professional autonomy for teachers.
Read the full article here:
Eblie Trudel, L. E., Sokal, L., & Babb, J. (2022). Transformational leadership approaches and their influence on teacher resilience during the COVID-19 pandemic. Journal of Organizational Psychology, 22(1). https://doi.org/10.33423/jop.v22i1.5019
16
Using the Right Technology at the Right Time in the Flipped Classroom
In a flipped classroom, the instructional model of 'lecture during class, assignment/ project at home' is reversed. This model became particularly relevant during the COVID-19 pandemic with online instruction. Bloom's taxonomy can be used as a tool to select learning goals for flipped classroom learning, with lower level learning objectives being a better fit for asynchronous learning, and higher level objectives requiring more scaffolding and teacher-student interaction.
Educators can support student success by incorporating interactive components or technologies to give students feedback and clarify misconceptions, both in real-time and asynchronously. They can also model problem solving processes aloud and use breakout rooms to support a collaborative learning environment. In understanding these pedagogical theories that underpin and support successful 'flipped learning', educators can successfully adapt to the changing landscape of education.
Read the full article here: Sokal, L. (February 2022). Using the right technology at the right time in the flipped classroom. THE Campus, Times Higher Education. https://www.timeshighereducation.com/campus/using-right-technology-right-time-flipped-classroom
15
A Recovery Pathway After Covid-19 Teacher Burnout
Teaching is a stressful profession, and the impact of Covid-19 has only amplified this stress: prior studies have revealed that teacher burnout now occurs at higher rates. In our study, we conducted biweekly phone interviews with 22 teachers across Manitoba, asking about their work experiences during the pandemic, changes in processes due to Covid, the impact on providing equitable learning opportunities, and any unexpected 'silver linings' that may have occurred to help us further understand the experiences of teacher burnout and recovery.
Only one of the teachers experienced burnout, took a leave from work, and recovered. We learned that the experiences of burnout and recovery in this teacher aligned with pre-pandemic theories about burnout. Other key themes included the importance of values congruence and the need for a balance of person-centred approaches and workload management to prevent further burnout.
Read the full article here: Sokal, L., & Eblie Trudel, L. (2022). A recovery pathway after COVID-19 teacher burnout. Journal of Social, Behavioral, and Health Sciences, 16(1), 352-370. https://doi.org/10.5590/JSBHS.2022.16.1.24
14
THIS IS US: Latent Profile Analysis of Canadian Teachers' Burnout during the COVID-19 Pandemic
In this latent profile analysis, we aimed to identify the different burnout profiles evident in Canadian teachers, and the job demands and resources associated with each. We found five distinct teacher burnout profiles, and notably found that the majority of teachers fell into groups that need support for recovery, highlighting the impact of the pandemic on teacher well-being. This research can inform targeted interventions to support teacher well-being and resilience.
Find the full article here: Babb, J., Sokal, L., & Eblie Trudel, L. E. (2022). THIS IS US: Latent profile analysis of Canadian teachers’ burnout during the COVID-19 pandemic. Canadian Journal of Education, 45(2), 555–585. https://doi.org/10.53967/cje-rce.v45i2.5057
13
Teacher (Dis)connectedness and Burnout During COVID-19
This study aimed to understand the relationship between teacher burnout and the protective effects of relationships with colleagues. Using a mixed methods research design, we found that while teachers' perceptions of their levels of administrative and collegial support remained consistent between pandemic 'waves', teachers' levels of connectedness was lower during the third wave. Understanding teacher connectedness can help inform effects on teacher attrition and organizational commitment, among other variables.
To read the full article, visit: Sokal, L., Eblie Trudel, L., & Babb, J. (2022). Teacher (Dis)Connectedness and Burnout during COVID-19. Invited book chapter. In M. Leiter & C. Cooper (Eds.), Burnout: Lessons from the pandemic and beyond (p. 83-106). Taylor and Francis. https://www.routledge.com/Burnout-While-Working-Lessons-from-Pandemic-and-Beyond/Leiter-Cooper/p/book/9781032158747
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12
Correlates of Teacher Cynicism and Depersonalization During the Covid-19 Pandemic
In this study, we wanted to look at the relationship between cynicism, depersonalization, attitudes towards change, and evaluation of leadership in teachers during the Covid-19 pandemic. We did this by surveying 133 Canadian teachers from a central school division, and following up on our learning with focus groups.
Through correlational analysis, we found that cynicism and depersonalization are important components of teacher burnout, and that attitudes towards leadership significantly correlated with attitudes towards change.
Read the full article here:
Sokal, L. & Eblie Trudel, L. (2022). Correlates of teacher cynicism and depersonalization during the COVID-19 pandemic. International Journal of Education and Social Science, 9(15). https://ijessnet.com/2022/11/02/vol-9-no-5/
11
What do a Boat and a Puzzle Have to do With Teachers During COVID-19?
In this research focus, we wanted to understand the specific patterns of demands, resources, and stressors that teachers were experiencing during pandemic teaching. We wanted to know whether all educators were experiencing challenges in the same way, or if there were distinct patterns amongst different groups of educators.
We surveyed over 2000 teachers across Canada to gather data on their experiences, including workload, access to resources, and personal stress levels. Five different profiles (patterns) of teachers were identified to represent the different degrees of success, exhaustion, and levels of productivity on the job.
This showed that not all teachers were experiencing the challenges of pandemic teaching in the same way. Some teachers had high demands and low resources (a heavy boat struggling to stay afloat). Others were better equipped to handle the turbulent waters of pandemic teaching more easily. The puzzle metaphor represented the complex interplay of factors contributing to teacher burnout.
Listen to the podcast explaining this research here:
Davies, B., & Sokal. L. (2021). What do a boat and a puzzle have to do with teachers during COVID-19? [podcast]. Research Questions. https://soundcloud.com/user-951740369/episode-4-what-do-a-boat-and-a-puzzle-have-to-do-with-teacher-burnout-during-covid-19?utm_source=clipboard&utm_medium=text&utm_campaign=social_sharing
10
Planning for Teacher Recovery: Adaptive Regulation to Promote Resilience
The idea of using adaptive regulation to mitigate the effects of burnout and to promote resilience is not new, but had not been considered for teachers navigating a post-pandemic recovery. Through a systemic review of interventions to both prevent and reduce burnout amongst teachers, the researchers learned about the importance of multi-level approaches to burnout intervention on both an individual and organizational basis. The research also emphasized the role of leadership, job crafting, and job recovery in promoting teacher resilience.
Read the full article here:
Eblie Trudel. L., Sokal, L., & Babb, J. (2021). Planning for teacher recovery from the COVID-19 pandemic: Adaptive regulation to promote resilience in teachers. Interdisciplinary Education and Psychology, 3(1). https://riverapublications.com/article/planning-for-teacher-recovery-from-the-covid-19-pandemic-adaptive-regulation-to-promote-resilience
09
Latent Profile Analysis of Manitoba Teachers' Burnout During the COVID-19 Pandemic
In this study, we wanted to investigate the burnout profiles evident amongst Manitoba teachers, the related job demands and external and internal resources associated with each type of profile, and recommended responses to support teacher resilience.
We used Latent Profile Analysis and the Maslach Burnout Inventory for Educators to identify five distinct burnout profiles and their associated job demands and resources. Compared to other Canadian teachers, Manitoba teachers showed higher levels of exhaustion and depersonalization, but also higher levels of accomplishment. This research is important in designing appropriate interventions to support the unique needs of teachers.
Find the full article here: http://doi.org/10.36939/ir.202103231319
08
Five Pathways to Supporting Teacher Resilience During COVID-19
The COVID-19 pandemic exacerbated already existing stressors in the teaching profession that lead to burnout. We learned that understanding both diverse contexts and demands, and the importance of tailored support were critical in promoting teacher resilience.
Find the full article here: Sokal, L., Eblie Trudel. L., & Babb, J. (2021, Spring). Five Pathways to Supporting Teacher Resilience during COVID-19. Manitoba School Counsellor, 5-7.
07
Teachers' Voices: Pandemic Lessons for the Future of Education
In this study, we used a mixed-methods approach to survey over 2000 Canadian teachers while following up with a purposeful sampling of teachers to ensure a broad range of characteristics. We aimed to gain greater insight into the job demands and resources available and needed during pandemic-era teaching, as well as perceptions about the future of teaching.
Five practical lessons learned were identified:
1. Prioritizing basic needs before learning
2. Challenging systemic inequities
3. Strengthening the context for learning
4. Balancing demands and resources
5. Facing challenges together.
Find the full article here: Eblie Trudel, L., Sokal, L., & Babb, J. (2021). Teachers’ voices: Pandemic lessons for the future of education. Journal of Teaching and Learning, 15(1), 4-19. https://.doi.org/10.22329/jtl.v15i1.6486
06
Opportunity Solving: Ordinary People Doing Extraordinary Things, Every Day
In this study, we collected qualitative data from 1,668 Canadian teachers to gain a deep understanding of the experiences of educators in adapting to both remote learning and their return to the classroom.
Several key themes emerged, including teacher roles and concerns, inequities in access, creative solutions, heroism and hope, and call for change.
The findings help to highlight the longstanding inequities in the education system that Covid-19 only exacerbated rather than created. Understanding the challenges highlighted will help policy makers and other decision makers have the information needed to help all children access the resources and supports they need to succeed.
Read the full article here: https://www.edcan.ca/articles/opportunity-solving/
05
Supporting Teachers in Times of Change: The Job Demands-Resources Model and Teacher Burnout During the COVID-19 Pandemic
In this study, we used the well-known Job Demands-Resources (J D-R) model to investigate teachers' experiences with teacher burnout and resilience during pandemic teaching. We surveyed over 1000 Canadian teachers on measures of stress and burnout, and assessment of job demands and resources related to remote teaching to see whether the J D-R model was a useful tool to help us interrogate teacher burnout and resilience.
We found that the J D-R model was partially supported in this context. Most demands were strongly correlated with teacher exhaustion, followed by cynicism and accomplishment. However, not all resources were found to be strongly associated with later stages of burnout, which highlighted the importance of examining each resource separately, rather than by category.
Find the full article here:
Sokal, L., Eblie Trudel, L., Babb, J. (2020). Supporting teachers in times of change: The job demands- resources model and teacher burnout during the COVID-19 pandemic. International Journal of Contemporary Education, 3(2), 67-74. https://winnspace.uwinnipeg.ca/handle/10680/1823
04
Canadian Teachers' Attitudes Toward Change and Technology, Efficacy, and Burnout During the COVID-19 Pandemic
In this study, we aimed to investigate whether teachers' attitudes towards change, perceptions of support, efficacy, and attitudes towards technology, resilience, and burnout changed over time during the initial stages of the pandemic.
Using a mixed-methods approach, we found that while teachers demonstrated increased exhaustion during the April to June 2020 data collection, they also demonstrated increased accomplishment and higher levels of efficacy in terms of managing behaviour while teaching online. Efficacy for managing student behaviour while teaching online was correlated with higher resilience and better attitudes toward change.
Read the full article here: Sokal, L., Eblie Trudel, L., & Babb, J. (2020). Canadian teachers’ attitudes toward change and technology, efficacy, and burnout during the initial wave of the COVID-19 pandemic. International Journal of Educational Research- Open. https://doi.org/10.1016/j.ijedro.2020.100016
03
Preventing Teacher Burnout During the Coronavirus Pandemic
In this study, we discovered 5 important themes:
1. Teachers' concern for vulnerable students
2. Magnified inequalities
3. Less is more in initial resource provision
4. Perceived support and resilience
5. Engaging students through remote learning
Read the full article here: https://analytics.theconversation.com/ca/institutions/university-of-winnipeg- 3096/540/articles/dates/20200516/20200616
02
I've Had It! Factors Associated With Low Organizational Commitment in Canadian Teachers During the Second Wave of the Covid-19 Pandemic
In this study, we looked at the relationships between government and divisional leadership variables, and teacher burnout, organizational commitment, and teachers' intention to leave their schools or the profession during the Covid-19 pandemic.
We surveyed 147 Canadian teachers in addition to conducting biweekly interviews with 21 of these teachers. We found that teachers who planned to remain in their schools demonstrated more positive views of both school and divisional leadership, and experienced lower levels of exhaustion and higher levels of connection. Interestingly, some teachers who planned on leaving the profession held positive views of school and divisional leadership, but held negative views of government leadership. This was also supported by quantitative comments.
Read the full article here: Sokal, L., Eblie Trudel, L., & Babb, J. (2020). I’ve had it! Factors associated with burnout and low organizational commitment in Canadian teachers during the second wave of the COVID-19 Pandemic. International Journal of Educational Research- Open. https://www.sciencedirect.com/science/article/pii/S2666374020300236
01
It's OK to be OK, Too
During the first wave of the Covid-19 pandemic, we surveyed over 2,200 teachers across Canada to find out how chronic and increasing stress levels were affecting their well-being, knowing that prolonged exposure to stress has a negative effect on both physical and psychological health.
Differentiating between toxic positivity and resilience/ optimism became an important part of our findings. Toxic positivity rejects or ignores stress, negativity, or trauma, leading to negative consequences. However, research suggests caution before equating toxic positivity with resilience and optimism. While traumatic events do often lead to distress and illness, developing resilience and a positive outlook are also important components in successfully coping with a traumatic event while remaining grounded in reality.
Read the full article here:
Sokal, L., Eblie Trudel, L., & Babb, J. (2020, Fall). It’s okay to be okay too. Why calling out teachers’ “toxic positivity” may backfire. Education Canada, 60(3), https://www.edcan.ca/articles/its-ok-to-be-ok-too/
