Psychosocial work environment stressors for school staff during the COVID-19 pandemic: Barriers and facilitators for supporting wellbeing (original) (raw)
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Psychology and Education: A Multidisciplinary Journal , 2023
This study explored the phenomenon of the school heads handling stress. Specifically, it examined their lived experiences with their job, the common stressors, how they take the stress; and the best practices which were drawn from managing stress. This study was conducted using a face-to-face interview with the sixteen school heads with experience in handling stress. After careful data analysis using Colaizzi's method, findings revealed four major themes: instructional leadership, administrative management, stressors, and coping mechanisms, along with 14 core ideas and 183 significant statements. The CPs' encounter with stress and how they handle it provides some implications: noting that the major responsibility of a school head is to conduct instructional supervision through classroom observation where technical assistance is being provided; stress is normal, and it is already a part of everyone's life, their experiences vary and depends on their situation; novice school heads tend to struggle during their adjustment period; they still need to express their concerns about their job to their immediate superior and the superior's support should always be present and above all, faith in GOD should always be kept in everything anybody does.
STRESSORS ALERT: STUDENT'S AND TEACHERS' MENTAL HEALTH STATUS AMID CORONAVIRUS (COVID-19) PANDEMIC
The COVID-19 Pandemic changes many"s lives thus, knowing and understanding the things to consider in hurdling challenges relating to mental health are essential for everybody. Nowadays, students and teachers are also confronted with challenges due to the implemented new normal environment in teaching and learning in the different state colleges in the Philippines. Knowing the stressors faced by the students and teachers is significant in structuring activities to lessen stress and anxiety, which believably are the reasons for their hesitation to work and to involve themselves in related-academic activities. Knowing the level of stressors and its effect to students and teachers is essential to assess the efficiency of the existing practices in every institution. This paved way also in launching programs to develop instructional activities for the HEIs in the country. Gathering of data was done online using a standard questionnaire deployed through google forms. The result revealed that the school and work-related matters contributed the most to the stress experienced by the students and teachers of Occidental Mindoro State College, Philippines. Findings revealed that students often experienced stressful activities relating to mental health matters compared to teachers.
Back to School: COVID-19 Post-Lockdown Classroom Anxiety
Education Sciences
Student psychopathology has been a topic of increasing concern globally in recent years. During the COVID-19 pandemic, students’ lives were heavily disrupted due to the change to remote learning. Now that learning is returning to normal, the turbulent changes students have experienced over the past few years may have impacted their mental health. The purpose of this study was to investigate COVID-19-related anxiety and stress levels in students shortly after the resumption of on-campus classes at a private university in Saudi Arabia. A questionnaire-based cross-sectional survey design was used. Three hundred twenty-six participants were a part of the study. Results indicated that a significant number of students reported being occupied with worry and stress related to COVID-19 and that it negatively affected their comfort while on-campus, in their classroom participation, in their social interactions and in their overall university experience. The findings from this study may be val...
CERN European Organization for Nuclear Research - Zenodo, 2022
The COVID-19 pandemic and the new normal have disrupted the educational system, impacting the teachers' psychological well-being and coping strategies to work productively. This study sought to examine the relationship between the mental health level and coping strategies of private secondary school teachers in the City of Santiago. It employed a descriptive-correlational research design using the Mental Health Questionnaire (Masanda, 2020) and Filipino Coping Strategies Scale (Rilveria, 2018) to gather data from one hundred ninety-three (193) participants. The results of the study showed that majority of participants were female, under 30 years old, single, college graduates, and regular teachers The participants' Mental Health (MH) levels from the ten domains ranged from 4.75 to 5.60, or "good" to "fair," according to the descriptive data. The t-test findings showed no sex differences in MH among secondary school teachers. The study revealed that younger teachers were more optimistic; that married and postgraduate teachers communicated their emotions better, and that regular teachers could adjust more easily to changes. Correlatively, male and female teachers were shown to increase religious practices but reduced the use of harmful drugs when stressed. Males desired cognitive reappraisal and relaxation/recreation techniques to feel calm and relaxed, whereas females sought support and comfort from their parents and friends. Further, older educators utilized cognitive reappraisal, while regular teachers relied on social support to cope with the new normal. There was also a weak positive relationship found between the mental health level and coping strategies of the private secondary school teachers. The study recommends that school administrators should explore strengthening social support systems, delivering stress management seminars, and organizing recreational activities to reduce teacher stress.
Frontiers in Psychology, 2021
Schools in Spain were closed in March 2020 to prevent the spread of COVID-19. In September 2020 most schools and universities in Spain reopened and teachers felt great uncertainty due to this unprecedented situation. Teachers have accumulated psychological symptoms since the beginning of the pandemic. During the lockdown they had to introduce online teaching and in view of the reopening of schools they have shown great concern for the new unprecedented teaching situation. The present study aims to measure the symptomatology shown by teaching staff in the Basque Autonomous Community at the time when schools were reopened. To do this, we recruited a sample of 1,633 teachers who were given an online questionnaire which, in addition to collecting socio-demographic data, measured stress, anxiety and depression using the DASS-21scale. The results revealed that a high percentage of teachers showed anxiety, depression and stress symptoms. Furthermore, variables such as gender, age, job stab...
Perceived teacher stress during COVID-19 pandemic
Journal of language and cultural education, 2023
The rapid change in education in March 2020, triggered by the pandemic, prompted an equally swift response from stakeholders, managers, teachers, and, not least, pupils. Struggling with physical, technological, and methodological problems, teachers also had to contend with the social isolation of their pupils, as well as the emotional, technical, and learning challenges faced by the pupils, all of which, of course, had an impact on their own mental and physical well-being. The aim of the study is to investigate the extent to which the ability to use online tools influences the stress teachers faced during a pandemic, similar to the effect of school and government management support on stress intensity. The sample for this study comprised 72 male and female participants between the ages of 24 and 54 years. Convenient sampling was employed to collect data. The questionnaire with binary, Likert scale, and open-ended questions was administered to the sample. Correlation tests and t-tests were used to analyze the data in this study. The research revealed a statistically significant medium negative correlation between the intensity of stress and the ability to use digital tools, as well as a similar correlation between stress and the perceived support from the government. The results indicate that teachers' ability to use online tools significantly improved during the pandemic. However, it also highlights the urgent need for changes in teacher training education to equip pre-service teachers with 21st-century skills.
Stress and Coping Mechanism of School Administrators and Teachers Amidst Pandemic
IJMRAP, 2022
The primary emphasis of this study was on the stress and coping mechanisms of elementary teachers and school administrators in Zamboanga del Sur Division during the school year 2021-2022. Ten (10) school administrators and ninety-one (91) elementary teachers from the chosen primary schools in the lowland and upland zones are taking part in this study. Both descriptive and inferential statistics were used for the precise analysis and interpretation. In determining the stress level, extent of barriers experienced by the teachers, and coping mechanism applied, Weighted Average Mean was used. To determine whether there is significant difference between the school administrators and teachers' level of stress, barriers experienced by the teachers, and their coping mechanism, Analysis of Variance of F-test was used. Further investigation was done to ascertain whether there is significant relationship between the teachers' stress level and barriers experienced by the teachers; stress level and coping mechanism; and barriers experienced and coping mechanism, Pearson Correlation Coefficient was used. Using SPSS, all inference tests were examined. The results demonstrated that the stress levels of school administrators and teachers during the pandemic were moderately high, as was clearly demonstrated by the overall means of 2.95 and 3.33, respectively. The grand averages of 3.60 and 3.43, in particular, provide strong evidence that the personal, technical, logistical, and financial barriers experienced by the teachers during the modular distance learning were to a large degree preset impediments. The findings also show that there is no noticeable difference in the stress levels of teachers and school administrators. Additionally, the stress level was linked to the challenges the teachers faced. The degree of stress and coping strategies used by teachers and school officials were significantly correlated.
Sustainability, 2022
Although the ability to deal with stress is one of the key competences of people working in managerial positions in schools and educational establishments, principals in this area are very poorly diagnosed. The aim of this study was to consider the coping strategies used by headmasters and deputy headmasters of schools and educational establishments during the COVID-19 pandemic. For this purpose, Mini-COPE was used. The respondents (N = 159) obtained a higher mean for “active coping”, “planning”, “positive reframing”, “acceptance”, “use of instrumental support”, “venting”, and “problem-focused strategies” than the normative value. Compared to deputy headmasters, headmasters obtained higher mean results for “planning” and “religion”, and lower results for “behavioral disengagement”. Respondents with longer job seniority in a managerial position, obtained a higher mean for “use of instrumental support” and lower for “religion”. Compared to respondents employed in private schools, peop...
School Principals’ Stress Profiles During COVID-19, Demands, and Resources
Frontiers in Psychology, 2021
The present study examined latent profiles of school principals’ stress concerning students’, teachers’, parents’, and principals’ own ability to cope during the COVID-19 pandemic. In addition, the role of job demands (workload, remote work stress, difficulty to detach from work, COVID-19 crisis, COVID-19 infections at school, impact of COVID-19 on future teaching), resources (buoyancy, effective crisis leadership, social appreciation, successful transition to remote teaching), and occupational well-being (measured as job burnout and engagement) in predicting the latent profiles of stress sources was examined. The participants were 535 (59% women) school principals across Finland, who answered to a questionnaire concerning their sources of stress and occupational well-being during spring 2020. Three latent profiles were identified according to principals’ level of stress: high stress (41.4% of the school principals), altered stress (35.9%), and low stress (22.7%) profiles. Work burn...