%A Gutentag,Tony %A Asterhan,Christa S. C. %D 2022 %J Frontiers in Psychology %C %F %G English %K burnout,Well-being,COVID-19,Online,remote teaching,Online teaching proficiency,Family-work conflict %Q %R 10.3389/fpsyg.2022.802520 %W %L %M %P %7 %8 2022-March-10 %9 Brief Research Report %# %! Burned-out %* %< %T Burned-Out: Middle School Teachers After One Year of Online Remote Teaching During COVID-19 %U https://www.frontiersin.org/articles/10.3389/fpsyg.2022.802520 %V 13 %0 JOURNAL ARTICLE %@ 1664-1078 %X During the height of the COVID-19 pandemic, teachers around the globe had been forced to move their teaching to full-time online, remote teaching. In this study, we aimed at understanding teacher burnout during COVID-19. We conducted a survey among 399 teachers at the peak of a prolonged physical school closure. Teachers reported experiencing more burnout during (vs. before) the COVID-19 pandemic. Contributing factors to this burnout were high family work conflict and low online teaching proficiency. Burnout was associated with lower work-related wellbeing: Lower work commitment, and higher turnover intentions. It was also associated with lower psychological wellbeing: More depressive and anxiety symptoms, and lower subjective wellbeing. Approach (but not avoid) coping strategies served as a protective factor against the burnout-turnover intentions association. We conclude with recommendations on how to mitigate teacher burnout, thereby contributing to teacher wellbeing.