Background: With the outbreak and spread of the COVID-19 epidemic, online teaching time has been extended continuously. The changes in teaching methods, teaching conditions, and teaching environment have brought great pressure and difficulties in adjustment to teachers, which have led to a series of physical and mental problems such as negativity, lack of confidence, and depression. The long-term accumulation of these problems makes teachers’ turnover intention increasingly serious. Methods: Based on these premises, this study took 449 high school teachers in China as research objects and investigated the relationship between high school teachers’ resilience, job burnout, and turnover intention in the context of the COVID-19 epidemic. Results: The resilience of high school teachers had a significant negative predictive effect on job burnout and turnover intention (r = −0.473, p < 0.05; r = −0.283, p < 0.05), while job burnout had a significant positive predictive effect on turnover intention (r = 0.485, p < 0.05). At the same time, job burnout played a moderating role between resilience and turnover intention (λ = −0.019, p < 0.001). Discussion: This study suggests that society, schools, families, and individuals should adopt various strategies to improve teachers’ adaptability and relieve teachers’ job burnout, so as to solve the practical problem of teachers’ high turnover intention and ensure continuous improvement and healthy development of online teaching.

https://www.mdpi.com/1660-4601/18/12/6418/pdf

Exploring the Relationships between Resilience and Turnover Intention in Chinese High School Teachers: Considering the Moderating Role of Job Burnout.

This study investigates professionalism and professional development practices of secondary school teachers in South Sulawesi, Indonesia. Aspects of professionalism practice studied are behaviour-attitude, pedagogical competence and characteristics of teachers’ professional practice. In term of professional development elements, this research has investigated effective learning activities as well as support and constraint factors in improving teachers’ professionalism and professional development. A total of 331 teachers were selected as respondents in answering the questionnaires. Meanwhile, 12 teachers were selected for interviews and observations. Survey, interview, observation, and field note were employed to obtain data in answering research problems. The findings were analyzed by using qualitative and quantitative methods. The results of this study showed that teachers’ pedagogical competence was at a high level. Teachers’ professional practice in the aspects of behaviour-attitude, pedagogical competence, and learning activities were still less effective in developing skills of teachers. Professional development activities that should be emphasized include focus on the content, availability of time, coherence with government’s policy, active learning of participants, and collective participation of teachers. This study identified supporting factors needed such as policy and government role, moral recognition, infrastructure, and finance which were important in improving teachers’ professionalism. In addition, constraint factors for teachers’ professionalism and professional development were self-motivation, commitment, and availability of time to involve in learning activities at workplace and lifelong learning. This study provides a framework for professional teacher development in improving the practice of teachers’ professionalism and professional development in Indonesia.

Hasan Hasan

Papers

Teacher professionalism and professional development practices in South Sulawesi Indonesia