TABLE 1.

Coding scheme and results.

Category	Sub-categories	Frequency and short verbal examples (D) deteriorating or (S) supporting teacher well-being
Objective factors (N = 68; ND = 41; NS = 25; *NA = 2)
General individual N = 8 (12%)	Socio-economic status, age, living situation	ND = 6; NS = 2 (D) “My home situation is not suitable for working from home and I had to move so much stuff from the school” (S) “I just think by my age, … I have become a bit serene.”
Work-related individual N = 20 (29%)	Years of teaching, class teacher, employment, class form, additional tasks	ND = 8; NS = 11; *NA = 1 (D) “I was never credited that I still have a family at home and could not teach only my part time 50%, zero consideration was given to this.” (S) “It was easier for me as I teach first graders. This is less stressful than fifth graders.”
Work-related contextual N = 40 (59%)	Student background, school resources, political strategies, work-holiday times, changes of the profession due to the pandemic	ND = 27; NS = 12; *NA = 1 (D) “I have a student who does not even have internet at home.” (S) “It was helpful that school closure also included regular spring holidays.”
Subjective factors (N = 547; ND = 199; NS = 337; *NA = 11)
General individual N = 118 (21%)	General health, personal characteristics (Big 5), coping strategies, character strength, emotion regulation, serenity, self-care	ND = 26; NS = 91; *NA = 1 (D) “I had the feeling that I cannot cope with all these challenges due to the pandemic” (S) “Personally I am actually doing well.”
Work-related individual N = 240 (43%)	Word-loads, job demands, job satisfaction, professional attitudes, professional motivation and engagement, feelings of competence, self-efficacy beliefs, sense of commitment, professional challenges, consulting, autonomy, role as teacher, work-family balance, technical skills, new learning experiences	ND = 128; NS = 107; *NA = 5 (D) “But the further the situation progressed and the more hopeless the situation became, that the child would connect and that I could reach it, I felt like I was losing some.” (S) “I love my job and liked the challenges of distance teaching.”
Work-related contextual N = 198 (36%)	Cooperation among teachers, peer conflicts, contact to faculty, relationship to students, principal support, relationship to parents, social appreciation, societal expectations, flow within school days, unfamiliar situations, structural resources	ND = 45; NS = 139; *NA = 5 (D) “We had so many problems in the team.” (S) “I was just responsible for the subject of sport, someone else on the subject of French and then we all did the dossiers and then everyone said the same thing, so you felt very carried in the faculty.”

*N_A = Example could not be coded as deteriorating or supporting as both aspects were addressed (example for subjective work-related individual: “One day, I was exhausted and tired, the other morning I felt good and motivated … there was no consistency in my well-being and also the children’s well-being”; example for subjective work-related contextual: “Some children managed the situation well and others were lost”).