COVID-19 and Teachers’ Somatic Burden, Stress, and Emotional Exhaustion: Examining the Role of Principal Leadership in Pakistan, and Workplace Buoyancy FROM PAKISTAN

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Leadership traits were studied in relation to three teacher outcomes (somatic, change-related, and emotional exhaustion) (autonomy-supportive and autonomy-thwarting leadership). The first round of COVID-19 was held in May 2020, with 325 Australian teachers participating. Student choices in Australia at the time included on-campus and online programmers. Emotional and physical exhaustion, as well as the stress of change, were shown to be minimized by autonomy-supportive leadership, according to a study (while controlling for covariates, including COVID-19 work situation). Leaders who restrict their workers' freedom are more prone to suffer from emotional exhaustion. The outcomes of the research were also influenced by the presence of autonomy-supportive leadership. These findings may be utilized to benefit teachers during future COVID-19 and other educational disruptions.

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