This study sought to understand and elaborate on teachers' work experiences during COVID-19 in Australia. This study examined teachers' experience with COVID-19 and online learning through two leadership factors, as well as workplace buoyancy, to see how these factors contributed to the three dependent variables: 

- somatic burden
- stress related to change
- emotional exhaustion

The two leadership factors can be defined as follows:
- autonomy-supportive leadership: leadership practices that promote teachers to be self-empowered and take initiative
- autonomy-thwarting leadership: leadership practices that focus on exerting control and reducing self-determination

Additionally, the study examined workplace buoyancy, defined as the ability to overcome substantial challenges at the workplace.


Introduction to COVID-19 and Somatic Burden Study

https://journals.sagepub.com/doi/pdf/10.1177/2332858420986187

University of California, Davis

Other countries have various ways that they have adapted to the Covid-19 pandemic by using online learning in education.

Differences in online learning between countries

Schools across the globe had to switch from in person to online learning platforms in response to Covid-19. However, undeveloped countries that are not digitally advanced encounter more problems trying to adapt to the pandemic because online resources are not widely available. Thus, online learning cannot be implemented as effectively across different countries, which results in different learning outcomes compared to that in the US.

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