Emotional exhaustion faced by Italian female teaching staff during COVID-19 pandemic: A sequential mediation model applying coping strategies, self-efficacy for online teaching, and technostress

Abstract

The study examines coping, tech attitudes, and burnout in 388 Italian female teachers during COVID-19. Results show coping predicts lower burnout via higher online teaching self-efficacy and lower technostress. Primary teachers report higher emotional exhaustion; older teachers experience more technostress. Findings emphasise the importance of coping strategies in reducing burnout, highlighting the need to enhance online teaching self-efficacy and address technostress. Training focusing on these aspects could effectively support teachers amid the pandemic and regular job stressors.