Examining Cognitive Distortions Contribution to Preservice Teachers Academic Burnout during Online Teaching Practice

Abstract

Introduction: In practice, online learning has different settings and dynamics that impact the teacher's psychological condition. Preservice teachers who have minimal teaching experience face these dynamics directly. In addition, their dual role as students can trigger academic burnout. This complexity produces various models of factors that contribute to preservice teacher academic burnout, one of which is cognitive distortions.
Objectives: This research aims to examine the cognitive distortions that contribute to preservice teachers' academic burnout.
Methods: This non-experimental quantitative research uses a correlational design. Participants involved 790 preservice teachers in Indonesia, measured using Pre-service Teachers Academic Burnout Inventory (PTABI) and Cognitive Distortion Questionnaire (CDQ). Data analysis used descriptive, graphical, and multiple linear regression analysis.
Results: The results show the high contribution of cognitive distortions to academic burnout, as estimated at 69.5%. These results indicate that the preservice executive function did not optimally work to prevent and control their cognitive distortions.
Conclusions: This research suggests exploring academic burnout in a more specific analysis involving more variables related to their mental and executive function skills. Practical implications could use these results as a need assessment to design the teaching practice course that prevents preservice academic burnout.