Education is described as a fulfilling career field; however, educator shortages associated with burnout and job dissatisfaction constitute a major issue in public education currently. During the COVID-19 pandemic, new challenges resulted in increased job stress for many educators. Using survey responses of a sample of 159 educators from a midwestern public school district, the current study explored whether a personal resource, work recovery experiences, was associated with educator burnout and work engagement during the context of remote instruction associated with the COVID-19 pandemic. Results indicated psychological detachment significantly moderated the relation between demands and burnout. However, control over leisure time did not moderate the relation between demands and work engagement. Implications of the findings for research and practice are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]