The Relationship between Teachers’ Attitudes Toward Change and Job Burnout in the period of the covid-19 pandemic with the Mediating Role of Virtual Education Acceptance

The purpose of this study was to investigate the relationship between teachers' attitudes toward change and job burnout in the Covid-19 pandemic with the mediating role of virtual education acceptance. The research method was descriptive-correlation and in particular modeling of structural equations. From the statistical population of teachers in Khuzestan and Ilam provinces in the academic year 2021-2022, 353 people were selected by cluster random sampling. The research instruments were the Dunham et al, standard questionnaire of attitude towards change, 1989; Hosseini et al.e admission e-learning questionnaire, 2014; Maslach & Jackson job burnout questionnaire, 1997. The results showed a significant direct relationship between teachers attitudes toward change and virtual education acceptance(p<0.01), a direct relationship between virtual education acceptance and burnout was significant(p<0.01), but the direct relationship between attitudes toward change and burnout was not statistically significant (P >0.05). There was a significant indirect relationship between attitudes toward change and burnout through e-learning(p<0.01). Therefore, it can be said that a positive attitude towards change, by affecting the acceptance rate of e-learning in teachers, indirectly predicts burnout in the period of the covid-19 pandemic.