References:

Alarcon, G. (2011). A meta-analysis of burnout with job demands, resources, and attitudes. Journal of Vocational Behavior, 79(2), 549–562. https://doi.org/10.1016/j.jvb.2011.03.007

Allen, E., & Seaman, J. (2007). Changing the landscape: More institutions pursue online offerings. On the Horizon, 15(3), 130–138. https://doi.org/10.1108/10748120710825013

Allen, E., Seaman, J., Poulin, R. & Taylor Straut, T. (2016). Online report card: Tracking online education in the United States. Babson Survey Research Group and Quahog Research Group. Retrieved from https://files.eric.ed.gov/fulltext/ED572777.pdf

Alt, D. (2023). Precursors of online teaching practices: innovative behavior and personal accountability of faculty in higher education. Journal of Computing in Higher Education: Research & Integration of Instructional Technology, 37(1), 128–147. https://doi.org/10.1007/s12528-023-09387-w

Arbaugh, J. B. (2001). How instructor immediacy behaviors affect student satisfaction and learning in web-based courses. Business Communication Quarterly, 64(4), 42–54. https://doi.org/10.1177/108056990106400405

Auger, G. A., & Formentin, M. J. (2021). This is depressing: The emotional labor of teaching during the pandemic spring 2020. Journalism and Mass Communication Educator, 76(4), 376–393. https://doi.org/10.1177/10776958211012900

Bates, T. (2018). The 2017 national survey of online learning in Canadian post-secondary education: Methodology and results. International Journal of Educational Technology in Higher Education, 15(1), 1–17. https://doi.org/10.1186/s41239-018-0112-3

Bergmann, J., Dacey, C., & de los Reyes, J.,M. (2023). The emergence of flipped learning teaching practices during the COVID-19 pandemic and its impact on active learning, engagement, and motivation of students and faculty. The Journal of Faculty Development, 37(3), 76-82. https://doi.org/10.1080/01434632.2023.2292146

Blundell, G., Castaneda, D., & Lee, J. (2020). A multi-institutional study of factors influencing faculty satisfaction with online teaching and learning. Online Learning Journal, 24(4), 229–253. https://doi.org/10.24059/olj.v24i4.2175

Bolliger, D., & Wasilik, O. (2009). Factors influencing faculty satisfaction with online teaching and learning in higher education. Distance Education, 30(1), 103–116. https://doi.org/10.1080/01587910902845949

Brickhouse, A. (2023). Sudden transition to online instruction for ESL instructors: A phenomenological study. International Journal of Psychology and Educational Studies, 10(1), 196–208. https://doi.org/10.52380/ijpes.2023.10.1.967

Cephe, P. (2010). A study of the factors leading English teachers to burnout. Hacettepe University Journal of Education, 38, 25–34.

Colclasure, B. C., Marlier, A., Durham, M. F., Brooks, T. D., & Kerr, M. (2021). Identified challenges from faculty teaching at predominantly undergraduate institutions after abrupt transition to Emergency Remote Teaching during the COVID-19 Pandemic. Education Sciences, 11, 1-24. https://doi.org/10.3390/educsci11090556

Cothran, S. L., Hegler, C. M., Martinez-Dawson, R., Dawson, P. L., & Northcutt, J. K. (2023).
Faculty stress factors at a public university during the COVID-19 Pandemic. Journal of Higher Education Theory & Practice, 23(11), 1-14. https://doi.org/10.33423/jhetp.v23i11.6214

Cotter, D. A., Berheide, C.W., & Carpenter, M. A. (2024). Sustained strain: Faculty work strain under COVID-19. Research in Higher Education, 65(8), 1992–2012. https://doi.org/10.1007/s11162-024-09809-3

Crompton, H., Chigona, A., & Burke, D. (2023). Teacher Resilience during COVID-19: Comparing teachers’ shift to online learning in South Africa and the United States. TechTrends For Leaders in Education & Training, 1–14. https://doi.org/10.1007/s11528-022-00826-6

Ebardo, R., & Wibowo, S. (2021). I work to learn: The lived experiences of working students in online learning during COVID-19. In M.M.T. Rodrigo,
S. Iyer, & A. Mitrovic (Eds.), Proceedings of the 29th International Conference on Computers in Education Vol. 1. (468-473). Asia-Pacific Society for Computers in Education. https://icce2021.apsce.net/wp-content/uploads/2021/12/ICCE2021-Vol.II-PP.-468-473.pdf

Ent, V. I. (2016). Is Flipped Learning really new to academia? TechTrends: Linking Research and Practice to Improve Learning. A Publication of the Association for Educational Communications & Technology, 60(3), 204–206. https://doi.org/10.1007/s11528-016-0060-5

Farber, B.A. (1991). Crisis in education: Stress and Burnout in the American Teacher. Jossey-Bass.

Fernet, C., Guay, F., & Senécal, C. (2004). Adjusting to job demands: the role of work self-determination and job control in predicting burnout. Journal of Vocational Behavior, 65(1), 39–56. https://doi.org/10.1016/S0001-8791(03)00098-8

Friedman, I. (2000). Burnout in teachers: shattered dreams of impeccable professional performance. Journal of Clinical Psychology, 56(5), 595–606. https://doi.org/10.1002/(SICI)1097-4679(200005)56:5<595::AID-JCLP2>3.0.CO;2-Q

Halbesleben, J., & Buckley, M. (2004). Burnout in organizational life. Journal of Management, 30(6), 859–879. https://doi.org/10.1016/j.jm.2004.06.004

Hogan, R., & McKnight, M. (2007). Exploring burnout among university online instructors: An initial investigation. The Internet and Higher Education, 10(2), 117–124. https://doi.org/10.1016/j.iheduc.2007.03.001

Jackson, L. C., Jones, S. J., & Rodriguez, R. C. (2010). Faculty actions that result in student satisfaction in online courses. Journal of Asynchronous Learning Networks, 14(4), 78–96. https://doi.org/10.24059/olj.v14i4.129

Kaur, M., Kaur, D., Arora, S., & Singh, K. (2023). Pandemic burnout in academia: modelling relationship between online teaching and job satisfaction with mediating role of faculty burnout. International Journal on E-Learning, 22(3), 209–237. https://doi.org/10.70725/234131sxxgpz

Knightley, W. M. (2007). Adult learners online: Students’ experiences of learning online. Australian Journal of Adult Learning, 47(2), 264-287.
https://ajal.net.au/adult-learners-online-students-experiences-of-learning-online/

Lee, G., & Wallace, A. (2018). Flipped Learning in the English as a foreign language classroom: outcomes and perceptions. TESOL Quarterly, 52(1), 62–84. https://doi.org/10.1002/tesq.372

Lei, S., & So, A. (2021). Online teaching and learning experiences during the Covid-19 pandemic - a comparison of teacher and student perceptions. Journal of Hospitality & Tourism Education, 33(3), 148–162. https://doi.org/10.1080/10963758.2021.1907196

Leiter, M., & Maslach, C. (1988). The impact of interpersonal environment on burnout and organizational commitment. Journal of Organizational Behavior, 9(4), 297–308. https://doi.org/10.1002/job.4030090402

Lou, Y., & Chen, L. (2016). A study of the English teachers’ burnout in a local comprehensive university in China. Creative Education, 7, 646-654. http://dx.doi.org/10.4236/ce.2016.74067

Luongo, N. (2018). An examination of distance learning faculty satisfaction levels and self-perceived barriers. Journal of Educators Online, 15(2). https://doi.org/10.9743/jeo.2018.15.2.8

Marasi, S., Jones, B., & Parker, J. (2022). Faculty satisfaction with online teaching: A comprehensive study with American faculty. Studies in Higher Education, 47(3), 513-525.
https://doi.org/10.1080/03075079.2020.1767050

Masłach, C. (1976). Burned-out. Human Behavior, 5(9), 16-22.

Maslach, C., & Jackson, S. E. (1981). The measurement of experienced burnout. Journal of Occupational Behaviour, 2(2), 99–113. https://doi.org/10.1002/job.4030020205

Maslach, C., Jackson, S.E., Leiter, M., Schaufeli, W., & Schwab, R. (2018). Maslach Burnout Inventory Manual. Mind Garden, Inc. https://www.mindgarden.com/maslach-burnout-inventory-mbi/685-mbi-manual.html

Maslach, C., & Leiter, M. (2016). Understanding the burnout experience: Recent research and its implications for psychiatry. World Psychiatry, 15(2), 103–111. https://doi.org/10.1002/wps.20311

Mathew, K. A., Mattson, D., Kelly, K., Fan, Y., Elliott, K., & Katz-Buonincontro, J. (2024). ‘One doesn’t just move online’: An intersectional analysis of teachers’ response to the crisis of pandemic teaching. Teachers and Teaching, 30(3), 289–309. https://doi.org/10.1080/13540602.2023.2244433

Mlodawski, J., Swiercz, A., Mlodawska, M., Piąta, A., Swiercz, G., & Gawdzik, B. (2023). Remote learning during the COVID-19 pandemic in the opinion of academic teachers. Survey research. Journal of Education, Health and Sport, 13(1), 60–65. https://doi.org/10.12775/JEHS.2023.13.01.009

Ramos, D. K., Anastácio, B. S., da Silva, G. A., Rosso, L. U., & Mattar, J. (2023). Burnout syndrome in different teaching levels during the covid-19 pandemic in Brazil. BMC Public Health, 23(1), 1-11. https://doi.org/10.1186/s12889-023-15134-8

Richards, K. A. R., Hemphill, M. A., & Templin, T. J. (2018). Personal and contextual factors related to teachers’ experience with stress and burnout. Teachers and Teaching: Theory and Practice, 24(7), 768–787. https://doi.org/10.1080/13540602.2018.1476337

Sabagh, Z., Hall, N., & Saroyan, A. (2018). Antecedents, correlates and consequences of faculty burnout. Educational Research, 60(2), 131–156. https://doi.org/10.1080/00131881.2018.1461573

Saldaña, J. (2016). The coding manual for qualitative researchers (3rd ed.). SAGE.

Schaufeli, W., Leiter, M., & Maslach, C. (2009). Burnout: 35 years of research and practice. Career Development International, 14(3), 204–220. https://doi.org/10.1108/13620430910966406

Shunying, L. (2015). A case study of the English teachers’ burnout in a medical university in China. Chinese Journal of Applied Linguistics, 38(2), 234–245. https://doi.org/10.1515/cjal-2015-0014

Sokal, L., Trudel, L., & Babb, J. (2020). Canadian teachers’ attitudes toward change, efficacy, and burnout during the COVID-19 pandemic. International Journal of Educational Research Open, 1. https://doi.org/10.1016/j.ijedro.2020.100016

Stone, C. (2022). From the margins to the mainstream: The online learning rethink and its implications for enhancing student equity. Australasian Journal of Educational Technology, 38(6), 139–149. https://doi.org/10.14742/ajet.8136

Stone, C. & O'Shea, S. E. (2019). My children… think it’s cool that Mum is a uni student: Women with caring responsibilities studying online. Australasian Journal of Educational Technology, 35(6), 97-110. https://doi.org/10.14742/ajet.5504

Sundermeyer, S. (2025). Time will tell: Working from home and job satisfaction over time. German Journal of Human Resource Management, 39(4). https://doi.org/10.1177/23970022241310999

Tayşı, E., & Alagözlü, N. (2024). Exploring the link between English language instructors’ Technological Pedagogical Content Knowledge and satisfaction with teaching online. Arab World English Journal, 15(4), 282-294.https://dx.doi.org/10.24093/awej/vol15no4.18

Tue, H., & Hanh, L. (2021). Vocational English teachers’ challenges on shifting towards virtual classroom teaching. AsiaCALL Online Journal, 12(3), 58-73. https://asiacall.info/acoj/index.php/journal/article/view/39

Uluyol, A., & Büyükkarci, K. (2023). Were we prepared enough? A study on the burnout levels and professional self-efficacy of English language teachers in distance education during the COVID-19 pandemic. Mehmet Akif Ersoy Universities Eğitim Faculties Derigs,67,
122-134. https://doi.org/10.21764/maeuefd.1086135

Wingo, N., Ivankova, N., & Moss, J. (2017) Faculty perceptions about teaching online: Exploring the literature using the technology acceptance model as an organizing framework, Online Learning 21(1), 15-35. https://doi.org/10.24059/olj.v21i1.761

Wu, W.-C. V., Chen Hsieh, J. S., & Yang J. C. (2017). Creating an online
learning community in a flipped classroom to enhance EFL learners’ oral
proficiency. Journal of Educational Technology & Society, 20(2), 142–157.
http://www.jstor.org/stable/90002170

Xu, W., & Zammit, K. (2020). Applying Thematic Analysis to education: A hybrid approach to interpreting data in practitioner research. International Journal of Qualitative Methods, 19, 1-9. https://doi.org/10.1177/1609406920918810

Yang, C., Manchanda, S., & Greenstein, J. (2021). Educators' online teaching self-efficacy and compassion fatigue during the Covid-19 pandemic: The dual roles of "connect". School Psychology, 36(6), 504–515. https://doi.org/10.1080/2372966x.2021.1903815

Yazdi, M., Motallebzadeh, K., & Ashraf, H. (2014). The role of teacher's self-efficacy as a predictor of Iranian EFL teacher's burnout. Journal of Language Teaching and Research, 5(5), 1198-1204. https://doi.org/10.4304/jltr.5.5.1198-1204