Relationship between Teacher Work Motivation and Well-being at Different Stages of covid-19 Lockdown (original) (raw)
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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.
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The COVID-19 pandemic affected everyone and almost all industries across the world including the educational system. The impact of the pandemic on students was given attention in several research. However, its negative effects on the teacher's and school administrators' well-being are not yet fully analyzed and understood. Thus, in this research, the Pagdadala model was used to understand the impact of the pandemic on teachers' and administrators' well-being. The data gathered from 244 participants were analyzed using thematic analysis by Braun and Clarke (2006). Following their recommended six phases of data analysis from familiarizing with data, generating initial code, looking for, reviewing and naming the themes, and coming up with the final results, it showed that the Dinadala (Burdens) of the burden bearers were grouped into health, work, financial, self, and family themes. The manner in which the burden bearers handle the identified burdens or the Pagdadala (Burden Bearing) was themed into personality development, selfcare, spiritual, community protocols, and other possible resources. Last, the source of strength of the burden bearers or the Patutunguhan (Destination) were grouped into family, spirituality, society, self, and work themes. The results of this research can be utilized as a guide in identifying appropriate interventions to improve the well-being of teachers and administrators and address the concerns that emerged because of the pandemic.
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As cases of COVID-19 surge across the world, research has begun to emerge which considers the implications of school lockdowns on student learning, engagement, and achievement. Yet as face-to-face teaching and learning recommences, it is not only students who will need help adjusting to "the new normal". While 2020 has seen a dramatic increase in the workload of teachers, many of whom have negotiated a continuity of learning in adverse circumstances, we must remember that long before COVID-19 disrupted schools, teachers were already at risk of burnout. The novel coronavirus has further exacerbated the stresses facing teachers, and as countries continue to navigate periods of remote education, recognising and supporting teacher wellbeing should be a key priority. In recognition of the contributions of teachers and the influence they yield over student learning, this article considers the importance of creating conditions for supporting teacher wellbeing before, during, and ...
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The COVID-19 pandemic has disrupted human activity throughout the world. This disruption is also supported by the advancement of technology, particularly in the field of information and communication. However, significant change may cause negative effect for the well-being of many people, which could lead to the imbalance of work-life. With the concept of well-being that divided into four components, personal resources, organizational management, functioning at work, and experience at work, also the concept of work-life balance from the perspective of conflict theory and enrichment theory, this research will examine the well-being of workers and teachers and how it affected their work-life balance amidst pandemic. The study uses qualitative content analysis, the research findings include: (1) the negativity and positivity caused by the pandemic towards the well-being of workers and teachers, (2) and how to achieve work-life balance amidst pandemic from the conflict theory perspectiv...
Teachers feeling the burden of COVID-19: Impact on well-being, stress, and burnout
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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.
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.