The purpose of the study was to understand the impact of involuntary remote working during the early phases of the COVID-19 pandemic on perceived stress and work-related burnout for workers with and without previous experience of remote work. The authors developed a questionnaire, open from March 23rd to May 19th, 2020, incorporating the Perceived Stress Scale, Copenhagen Burnout Inventory, demographic, and work-related questions. This sample consisted of 256 professionals who self-identified as working at home during the pandemic. Pandemic restrictions increased perceived stress for all participants, but age and gender had significant effects on stress and burnout. Burnout was most significant for respondents already working remotely before COVID-19. The most significant challenges reported were—communication, collaboration, and time management with colleagues via technology. Working from home may contribute to higher levels of perceived stress and work-related burnout, which questions moves by some employers to make working from home a permanent arrangement.

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A diverse and highly qualified chemistry teaching workforce is critical for preparing equally diverse, qualified STEM professionals. Here, we analyze National Center for Education Statistics (NCES) Schools and Staffing Survey (SASS) data to provide a demographic comparison of the U.S. secondary chemistry teaching population in high-needs and non-high-needs public schools as well as private schools during the 2011–2012 academic year. Our analysis reveals that the chemistry teaching workforce is predominantly white and significantly lacks in-field degrees or certification across school types, though high-needs and private schools are most affected by this lack of teacher qualification. Given these results, we attempt to retrosynthetically identify the pathway yielding a qualified chemistry teaching workforce to draw attention to the various steps in this scheme where reform efforts on the part of individual faculty, academic institutions, and organizations can be concentrated.

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