The role of two leadership factors (autonomy-supportive and autonomy-thwarting leadership) and one personal resource (workplace buoyancy) were examined as predictors of three teacher outcomes: somatic burden, stress related to change, and emotional exhaustion. Data were collected from 325 Australian teachers in May, 2020 during the first wave of COVID-19. During this time, many Australian children were being taught remotely from home, while other students were attending schools in-person. Findings showed that autonomy-supportive leadership was associated with greater buoyancy and, in turn, lower somatic burden, stress related to change, and emotional exhaustion (while controlling for covariates, including COVID-19 work situation). Autonomy-thwarting leadership was positively associated with emotional exhaustion. In addition, autonomy-supportive leadership was indirectly associated with the outcomes. The findings provide understanding of factors that may be harnessed to support teachers during subsequent waves of COVID-19 and other future disruptions to schooling that may occur.

考察了两个领导因素（支持自主能力和挫败自主能力的领导能力）和一种个人资源（工作场所的浮力）的作用，作为三个教师结局的预测指标：躯体负担，与变化相关的压力和情绪疲惫。数据是在2020年5月第一轮COVID-19期间从325名澳大利亚教师那里收集的。在这段时间里，许多澳大利亚孩子在家中被远程教育，而其他学生则亲自上学。研究结果表明，支持自主权的领导者与更大的浮力相关联，进而降低了躯体负担，与变化相关的压力和情绪疲惫（同时控制协变量，包括COVID-19的工作状况）。阻碍自主权的领导与情绪疲惫呈正相关。此外，支持自主权的领导与结果间接相关。研究结果提供了对在随后的COVID-19浪潮以及将来可能发生的其他学校教育干扰中可以用来支持教师的因素的理解。