Impact Of Covid-19 On Teachers’ Mental Health In China: The Mediating Effect Of Psychological Climate And Digital Teaching Fatigue

Abstract

The COVID-19 pandemic has significantly altered the educational landscape worldwide, leading to an unprecedented shift to digital learning. This transition has posed several challenges for teachers, particularly in China, where strict lockdown measures and technological integration pressures have profoundly affected their mental health. This study investigates the impact of the pandemic on Chinese teachers' psychological well-being, with a particular focus on the mediating roles of psychological climate and digital teaching fatigue. Using a mixed-method approach, data were collected from 500 teachers across various educational institutions in China. Quantitative analysis was conducted using structural equation modeling (SEM) to determine the relationships between pandemic stressors, psychological climate, digital teaching fatigue, and mental health outcomes. Additionally, qualitative interviews provided deeper insights into teachers' lived experiences and coping mechanisms. The findings suggest that psychological climate significantly mediates the relationship between pandemic-related stress and mental health, while digital teaching fatigue exacerbates symptoms of anxiety, burnout, and emotional exhaustion. The study highlights the urgent need for institutional support, adaptive teaching models, and targeted mental health interventions for educators. The results contribute to ongoing discussions on teacher resilience, work-life balance, and digital pedagogy in post-pandemic education.