Teacher experiences under COVID-19 pandemic school reopening periods: A window of opportunity for adapted education

Teaching and Teacher Education, Journal Year: 2024, Volume and Issue: 139, P. 104445 - 104445

Published: Jan. 3, 2024

The COVID-19 pandemic obliged schools worldwide to make structural changes in response the epidemiological situations their countries. New national transmission control measures (TCMs) at were continuously announced ensure pupil health. This study investigates how TCMs influenced teaching and learning environment for pupils with special educational needs (SEN) Norwegian during reopening periods. Data was gathered through eight in-depth interviews teachers coded thematically. It analyzed using self-determination theory adapted education. Despite difficulties caused by TCM, reported positive opportunities SEN.

Language: Английский

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Teacher Stress and Mental Health During the COVID-19 Pandemic: Differences by Teaching Modality

School Psychology Review, Journal Year: 2024, Volume and Issue: unknown, P. 1 - 10

Published: Feb. 16, 2024

This study examines stress, mental health, and well-being in K-12 teachers during the COVID-19 pandemic Fall 2020 school restart assesses differences health by mode of instruction: online, in-person, or a hybrid. (n = 5856) across three states completed an online survey with questions pertaining to teacher's experiences surrounding COVID restart. Using OLS regression, we found that who engaged dual modalities (both in-person building on regular basis) reported greater levels perceived anxiety depression, lower than those "single" (online but not in-person). highlights additional demands challenges balancing two modes instruction toll it took well-being.

Language: Английский

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Teacher workload and the organisation of work: a research agenda for a post-pandemic future

Labour & Industry a journal of the social and economic relations of work, Journal Year: 2024, Volume and Issue: 34(1), P. 88 - 99

Published: Jan. 2, 2024

School teachers are working in highly complex and demanding work environments. Against this backdrop, the COVID-19 pandemic significantly disrupted usual ways of for teachers, intensifying demands through a sudden shift delivery education pressures to upskill using new technologies. Yet how unique crisis event has augmented teachers' workload remains less known. This Research Insight contributes understanding developments organisation arising from as well novel research pathways addressing teacher 'problem' aftermath that protect 'core work'.

Language: Английский

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Arab Teachers’ Well-Being upon School Reopening during COVID-19: Applying the Job Demands–Resources Model

Education Sciences, Journal Year: 2023, Volume and Issue: 13(4), P. 418 - 418

Published: April 20, 2023

Once the major threat of COVID-19 pandemic diminished, schools reopened, and teachers once again had to cope with unprecedented challenges. The impact these challenges on emotional well-being Arab teachers, who have a unique set within Israeli school educational system, has received little attention in recent literature. In this cross-sectional study, we examined 300 teachers’ Israel May 2021, three months after were reopened. All study hypotheses confirmed. Findings indicate need promote sense among stressful conditions design solutions specifically tailored support them accordance their cultural social characteristics. Israel’s Ministry Education should encourage administrators seek ways provide supportive environment for environments order improve performance retention, maintain well-being.

Language: Английский

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The Case for Special Education Teacher Wellbeing: A Multidimensional Review of the Evidence and Future Directions

Australasian Journal of Special and Inclusive Education, Journal Year: 2024, Volume and Issue: 48(1), P. 64 - 77

Published: Jan. 8, 2024

Abstract Extant studies of special education teacher wellbeing often focus on negative aspects, such as stress, burnout and the consequent attrition from teaching, latter occurring with increasing frequency in field education. In this article, authors use OECD framework to conceptualise a positive multidimensional construct, making case for uncoupling mainstream given almost paradigmatic difference roles, responsibilities, educational context within Australian schools. The (limited) literature reveals numerous possibilities supporting promoting salient wellbeing-promoting factors, self-efficacy, connectedness, professional development, class structure. Further empirical harnessing these factors will help improve working conditions teachers.

Language: Английский

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Beyond (COVID-19) lockdown: faculty experiences in the post-pandemic academic landscape

Frontiers in Education, Journal Year: 2024, Volume and Issue: 9

Published: March 20, 2024

Background This study investigates the nuanced experiences of faculty members in higher education institutions during and after COVID-19 pandemic. Focusing on family–work conflict, job satisfaction, personal wellbeing, research aims to provide comprehensive insights into challenges adaptations encountered by amidst unprecedented disruptions. Method A mixed-method approach was employed, encompassing both quantitative qualitative measures. The facet involved 82 participants who responded surveys distributed across diverse regions India. Concurrently, data were collected through interviews with 30 three states. utilized standardized tools, while inquiry followed a semi-structured interview schedule. Result Quantitative findings revealed significant upswing satisfaction institutional reopening compared lockdown period. However, no differences observed concerning work–family conflict wellbeing. Notably, reported heightened interference national statistics. Qualitative responses highlight notable shift teaching methodologies, incorporating multimedia online tools. Faculty exhibited mixed sentiments about returning office, expressed deepened appreciation for social relationships post-reopening, emphasized positive impact hygiene protocols. Conclusion offers crucial multifaceted subsequent reopening. contributes valuable perspectives evolving discourse post-pandemic academia, providing foundation further exploration understanding opportunities faced changing scenario education.

Language: Английский

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Rising Strong: The Interplay between Resilience, Social Support, and Post-Traumatic Growth among Teachers after the COVID-19 Pandemic

COVID, Journal Year: 2023, Volume and Issue: 3(9), P. 1220 - 1232

Published: Aug. 23, 2023

Background: When schools reopened for face-to-face classroom instruction following the COVID-19 pandemic, teachers faced many professional challenges. Most studies examining teachers’ psychosocial condition after school reopening predominantly focused on negative aspects of their emotional well-being, leaving a gap in understanding potential positive effects. This study is grounded theory post-traumatic growth, which suggests that growth and development can occur alongside difficulties. Objectives: The purpose this was to shed light lesser explored associations between resilience, social support, among pandemic. It also examined differences special education those general education. Methods: participants cross-sectional were recruited by convenience sampling. A self-report online survey used collect data from 208 Israeli during November 2022. Results: (79.4%) reported experiences findings revealed exhibited association with support (r = 0.23, p < 0.001) resilience 0.18, 0.001). multiple regression model significant, explaining 14.5% variance [F(4.202) 8.58, 0.001]. Finally, higher levels than (t −2.36, 0.05). Conclusions: Social must be provided traumas caused crises pandemics similar COVID-19. Intervention programs ongoing training should offer effective tools help balance personal lives. Promoting changes teacher well-being priority system.

Language: Английский

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The ups and downs in perceived societal appreciation of the teaching profession during COVID‐19: A longitudinal trajectory analysis

British Educational Research Journal, Journal Year: 2023, Volume and Issue: 50(1), P. 93 - 111

Published: Sept. 8, 2023

Abstract Given the disruptions COVID‐19 pandemic has engendered in people's professional lives, importance and contribution of certain workforces been under particular scrutiny. In England, teaching profession particularly close public scrutiny, with concerns that teachers’ perceived social appreciation may have decreased throughout pandemic. Thus, current study examined trajectory perceptions how much society, policymakers media had valued this time. With an initial sample 24 primary secondary teachers mainstream state schools 54 online interviews took place at three time points: when school buildings were partially reopened for first (June 2020), they closed second (February 2021) fully 16 months (July 2022). Three themes identified data using a longitudinal analysis based on reflexive thematic analysis: ‘initial admiration from local communities progressively waned’, ‘continuous government disrespect towards vitriol was sustained’. Implications other stakeholders education can most effectively work together benefit health effectiveness educational system are considered context associated risks low levels appreciation.

Language: Английский

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‘Like an imprisoned robin’: Similes by English language teachers on teaching in and beyond the times of COVID‐19

European Journal of Education, Journal Year: 2024, Volume and Issue: 59(3)

Published: April 21, 2024

Abstract This qualitative study captured the reflections of 53 English language teachers from 40 different contexts including Bangladesh, Colombia, France, India, Scotland, Taiwan, Türkiye and United Kingdom on teaching during times COVID‐19 its post‐effects their practices. Data were collected through an online form consisting three stems participants asked to create similes about before, after pandemic. By conducting thematic analysis, images created for each phase categorized under occupational well‐being, digital transformation, transactional distance, gap communication social isolation. Teachers pointed out work overload, lack administrational support, instructions' not making sense, decreasing level participation, dropouts, loss student–teacher interaction isolation as drawbacks process along with possibility transformation ahead profession.

Language: Английский

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Supporting students with English as an additional language during emergency remote teaching: a Q methodology study

The Australian Educational Researcher, Journal Year: 2024, Volume and Issue: unknown

Published: July 30, 2024

Abstract Students with English as an additional language (EAL) comprise approximately a third of the government school population in Australia’s second most populous state Victoria. While broad impact COVID-19 pandemic on teachers and students has been focus recent studies, there is lack information how EAL educators adapted to meet needs this diverse cohort during periods emergency remote teaching (ERT). In mixed-methods study, eleven from educational contexts Victoria completed Q-sort 49 statements followed by in-depth interviews. The by-person factor analysis resulted three-factor solution that revealed transition learning brought both challenges opportunities for educators. Some who struggled traditional classrooms engaged more effectively learning, while others experienced significant anxiety. Additionally, some experimented digital tools strategies, gaining valuable insights into effective approaches EAL. These findings render nuanced picture educators’ experiences time, enhancing our understanding transformative practices linguistically students.

Language: Английский

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