Assessing Teacher Morale, Job Satisfaction, and Burnout in Israel: Navigating the Impact of COVID-19 from Intrapersonal and Environmental Perspectives

The present study explored teacher morale, job satisfaction, and burnout among Israeli teachers from intrapersonal (self-efficacy) and environmental (teacher autonomy, and support from school principals) perspectives in the wake of the COVID-19 pandemic. A cross-sectional study was conducted in April-May 2023 among 307 teachers in Israel. The factors of self-efficacy, teacher autonomy, and support from school principals exhibited positive associations with morale and job satisfaction, while significant negative associations were found between these factors and teacher burnout. Three regression models were found to be significant, explaining 62% of the variance in job satisfaction, 23% of the variance in burnout, and 21% of the variance in morale. The findings highlight that both intrapersonal and environmental resources are significant predictors of job morale, job satisfaction, and teacher burnout. Principals can significantly bolster teacher autonomy by promoting a supportive environment, allowing flexibility in teachers’ pedagogical decision-making, and fostering professional development opportunities.