Teacher Wellbeing During a Pandemic: Surviving or Thriving? (original) (raw)
Related papers
Teachers' wellbeing and workload during Covid-19 lockdown
2020
This report is the second in a series of reports looking at how teachers have responded to the current coronavirus pandemic. The first focused on teachers’ thoughts about the government’s reopening strategy and how they felt about returning to school. This second report considers workload, wellbeing and the use of educational technology (edtech). The findings in this report are based on a survey conducted 10 weeks into lockdown, which received 3404 responses. Our intention was to find out more about levels of wellbeing during the closures and gradual reopening of educational institutions, and to see what practical teaching strategies were being used along the way. The Spring term of 2020 may have seen the biggest test of the use of distance learning for mass education we have; these findings could be useful for education policy and teacher training.
Teachers feeling the burden of COVID-19: Impact on well-being, stress, and burnout
Work, 2022
BACKGROUND: Teachers have had to deal with many of the negative aspects of COVID-19 over the past year. The demands associated with the sudden requirement to teach remotely, and later having to manage hybrid (both in person and online) learning may be having adverse effects on the mental and physical health of teachers. OBJECTIVE: To determine whether COVID-19 continued to impact teacher stress, burnout, and well-being a year into the pandemic. METHODS: An online survey was sent out to 5300 teachers in public and private schools, and 703 completed the survey. RESULTS: Stress and burnout continue to be high for teachers, with 72% of teachers feeling very or extremely stressed, and 57% feel very or extremely burned out. Many teachers struggled to have a satisfactory work-family balance (37% never or almost never; 20% only has sometimes). CONCLUSION: School systems must start to deal with the mental and physical health of teachers before a large number of them leave the profession.
SOURCES AND CONSEQUENCES OF TEACHERS' STRESS DURING THE COVID-19 PANDEMIC
Revista Portuguesa de Investigação Educacional, 2021
The Covid-19 pandemic has had severe and unprecedented consequences in multiple facets of education. Schools, teachers, students and their families were affected and the negative impacts will last for years. The aim of this paper is to identify and explain the sources and consequences of teachers’ job stress and burnout during the pandemic as well as job and life satisfaction. Three sources of stress are emphasised: time allocation changes and workload; the behaviour of students; and the technostress. The empirical research is based on an original online survey applied to middle and high school teachers in Portugal https://www.c19profsurvey.com/en/. Information from four time references is collected: before pandemic; first school closure in 2020 (16th Mar – 16th Sep); second school in 2021 (15th Jan – 5th Apr)); at the time of the survey (June-July 2021) The data obtained include characteristics and changes about: teachers and their households; job satisfaction, stress and burnout; life satisfaction; working time and teaching roles; work-life balance; teachings goals, methods, and outcomes; work stressors; working conditions for telework; expectations for teaching year 2021/2020 about job and teaching methods. The results show that teachers’ job stress increased during pandemic and the behaviour and performance of students is it main driver. Keywords: online teaching and learning, teacher stress, covid-19, Portugal, teachers survey
The Factors Affecting School Teachers’ Well-being during Pandemic Era: A Scoping Review
International Journal of Academic Research in Progressive Education and Development
The new uncertain and vulnerable environment practically magnified fear and conflict relationship among people across the globe. With the rising cases of pandemic COVID-19, people's well-being is at stake, specifically teachers, who must accustom themselves to immediate education changes. As teachers being the common profession with a higher level of stress, the long run and significant effect of pandemic become the notable cause to teachers to experience deteriorated well-being. However, teachers are not only struggling due to the environment but the factors that contribute to affecting their well-being. Therefore, this scoping review aims to uncover the factors affecting teachers' well-being during pandemic and its impact on teachers' well-being. The scoping review followed Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews (PRIMA-ScR) guidelines. From 588 articles, ten articles were finalised and included in the study. The findings reported that varied factors correlated with the teachers' well-being, and each factor could influence teachers' wellbeing either positively or negatively.
Impact of COVID-19 on Teacher Well-Being in Higher Education Institutions
Journal of Computers, Mechanical and Management
The COVID-19 pandemic has created significant challenges for higher education teachers, especially their well-being. A study was conducted to investigate the well-being of teachers in higher education institutions and to comprehend the pandemic's impact. The study took a quantitative approach, surveying and interviewing the teachers and analyzing the data with PLS-SEM and CB-SEM. The results revealed three key factors impacting teacher well-being: accomplishment, physical health, and relationships. The study emphasizes the importance of supporting teacher well-being during the pandemic by prioritizing physical health, building relationships, and engaging in meaningful activities. The findings can help to shape policies and programs that promote physical and emotional health in higher education institutions. Finally, this study provides valuable insights into teachers' experiences during the COVID-19 pandemic and emphasizes the need for increased support for their well-being.
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...
Relationship between Teacher Work Motivation and Well-being at Different Stages of covid-19 Lockdown
Social Welfare: Interdisciplinary Approach
Based on empirical research, the authors show that the first wave of the COVID-19 lockdown (March – June, 2020) had some negative impact on teacher well-being, in particular on such its component as physical health and well-being. It has been found that the types of teacher work motivation have different relationships with teacher well-being at different stages of the COVID-19 lockdown. The authors substantiate the necessity of developing teacher autonomous work motivation, in particular its identified and integrated types, to promote teacher well-being during the COVID-19 pandemic.
Australian Journal of Education
This article discusses findings from a recent survey ( n = 297) of teachers’ views of both their own and their students’ experiences during the 2021 enforced emergency remote schooling period occurring in New South Wales Australia, due to the COVID-19 pandemic. The quantitative analysis reported here explores teachers’ views regarding teaching and learning during this challenging period. It identifies three latent constructs, learning, assessment, and interaction, and then uses structural equation modelling to identify the perceived impact of these constructs on student and teacher wellbeing. The remote schooling period had a significant negative impact for teachers and their students across a range of elements of teaching and learning, as well as wellbeing. Student learning experiences and their peer interactions were found to be strong predictors of students’ wellbeing outcomes. Assessment design and teachers’ feedback to students were significant in predicting levels of teacher w...
Background: The Covid-19 pandemic and school disruptions have been challenging for teachers and other staff members working in schools. Since March 2020, the way education was provided had to change and schools saw an increase in their workload and scope of their responsibilities which have impacted staff members physically, mentally and professionally. Aim: To report how the pandemic and school disruptions impacted teachers and other members of the senior leadership team working in primary schools across England. Sample and Method: Twenty-three staff members from 21 primary schools participating in the ICICLES project were interviewed with a semi-structured online interview that lasted between 40 to 60 minutes. All interviews were transcribed, and their content analysed using thematic analysis.Results: The pandemic and school disruptions have been challenging times for everyone working at a school with some differences in how it impacted them across the different lockdowns and peri...
Research Square (Research Square), 2022
Background: Teachers are very often reported to be at higher risk for co-occurring mental disorders than other professional categories. Aim of this study was to assess well-being perception of school teachers and the indirect psychological effects of the COVID-19 emergency. Methods: We collected data in April 2021, during COVID-19 lockdown from 838 teachers at public schools. Participants reported their perception of quality of life, by lling out a battery of psychological questionnaires through a multimedia platform. Results: Having a family member with COVID in the last month increases anxiety (BAI, p<0.05), reduces the perception of physical health (PWBI, p<0.05) and vitality (PWBI, p<0.05). In particular, anxiety (BAI, p<0.001), depression (BDI-II, p<0.03) and stress-related insomnia (FIRST, p<0.000) increased signi cantly in women. In the male population, on the contrary, evaluation of well-being showed an increase in health perception (p<0.001) and vitality (p<0.001), also con rmed in the total score (p<0.001). Conclusions: The psychological di culties of school teachers during COVID-19 underline the need to invest in prevention programs and promotion of well-being in this professional category, as the school remains the environment that allows teachers to provide structured learning opportunities to students.