Educators' online teaching self-efficacy and compassion fatigue during the COVID-19 pandemic: The dual roles of "connect".

Guided by the job demands-resources model and social-cognitive theory, we examined how educator perceived school connectedness and their attempts to connect with school members (i.e., administrators, staff, students, and families) concurrently and interactively influenced educators' compassion fatigue and online teaching self-efficacy during distance learning in the Coronavirus disease (COVID-19) pandemic.