A Multi-Layered Socio-Ecological Framework for Investigating Teacher Well-Being: Key Predictors and Protective Factors

Sustainability, Journal Year: 2025, Volume and Issue: 17(3), P. 900 - 900

Published: Jan. 23, 2025

Understanding the factors that influence teacher well-being is crucial as it significantly affects students, teachers, schools, and sustainability of education system, especially during prolonged emergencies. This study contributes to field by empirically testing a conceptual model in emergency contexts, specifically addressing COVID-19 school closures with sample over 19,600 teachers from Kazakhstan through an online survey design. Utilising multidimensional socio-ecological framework considers individual, home, community, national factors, this identifies key predictors self-reported well-being. Individual-level explained 9.3% variation physical (F = 118, p < 0.001, R2 0.093) 4.5% psychological 72.2, 0.045). In contrast, school- home-level demonstrated greater explanatory power, accounting for 21.9% 128, 0.219) 15.5% 89.5, 0.155) well-being, respectively. Community-level 12.8% 191, 0.128) 10.2% 324, 0.102), while national-level accounted much smaller proportions: 0.67% 21.8, 0.0067) 1.4% 83.589, 0.014). These findings highlight significant home school, well community-level predictors, on suggesting interventions targeting these areas may be particularly effective supporting The reveal Kazakhstani reported poor they generally had more positive assessment their Vulnerable groups included women, older non-Kazakh those higher levels, Russian medium mixed-medium all whom lower Additional risk identified were lack student engagement, difficult relationships parents, directive leadership style, family conflicts, inadequate resources at school. Conversely, protective such autonomy, collegiality, networking opportunities, self-efficacy emerged contributors complex interplay between cultural subjective perceptions emphasises critical role both non-emergency underscoring urgent need targeted policies programmes sustainably support enhance holistically. approach will promote Sustainable Development Goal (SDG) 3 (well-being) ensure access equitable quality (SDG 4) learners, ultimately contributing overall resilience educational systems.

Language: Английский

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Understanding teacher burnout following COVID-19

Teacher Development, Journal Year: 2024, Volume and Issue: 28(4), P. 553 - 568

Published: April 5, 2024

Teachers have faced a multitude of demands over the past two years and new challenges as schools returned in fall 2021. Using Job Demands-Resources model framework, current study identified factors contributing to teacher burnout following COVID-19 pandemic. To examine predictors burnout, authors collected survey data from 779 teachers across USA. The analysis included hierarchical regression models including demographics, implementations, demands/resources predict burnout. results found using learning management systems, administrative support, autonomy, mental health were all significant at end 2021–22 school year. are important consider for retention well-being. School leaders must find ways support provide within each building, allow autonomy classroom,

Language: Английский

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Teacher mental health and workplace well-being in a global crisis: Learning from the challenges and supports identified by teachers one year into the COVID-19 pandemic in British Columbia, Canada

PLoS ONE, Journal Year: 2023, Volume and Issue: 18(8), P. e0290230 - e0290230

Published: Aug. 31, 2023

The COVID-19 pandemic and related school disruptions have led to increased concerns for the mental health of teachers. This study investigated how challenges systemic supports perceived by teachers during were associated with their workplace well-being. cross-sectional, survey-based was conducted in February 2021, just prior third wave British Columbia (BC), Canada (N = 1,276). Four multivariable linear regression models examined associations between teachers’ pandemic-related (pandemic-related personal stressors, teacher workload, difficulty implementing safety measures, meeting students’ needs), (education system well-being support), four (psychological distress, quality life) outcomes (job-related positive affect, turnover intentions), adjusting sociodemographic characteristics. Pratt index ( d ) used assess relative importance each predictor. A thematic qualitative analysis on open-ended responses. Teachers’ affect intentions) predominantly perceptions education support 46%, 41%, respectively). most important predictor general distress number stressors reported 64%, 43%, analyses corroborated expanded upon quantitative findings. Understanding impacting equips us make evidence-informed policy decisions now future disruptions.

Language: Английский

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Evaluating a cross-lagged panel model between problematic internet use and psychological distress and cross-level mediation of school administrator support on problematic internet use: The serial mediating role of psychological needs thwarting of online teaching and psychological distress

Frontiers in Public Health, Journal Year: 2022, Volume and Issue: 10

Published: Nov. 2, 2022

Background To reduce the transmission of COVID-19, many teachers across globe, including in China, were required to teach online. This shift online teaching can easily result psychological need thwarting (PNT) teachers' basic needs (autonomy, competence, and relatedness), leaving them vulnerable negative outcomes. Resulting emotional state may lead problematic internet use (PIU), which further distress, forming a vicious cycle. Methods The present study was conducted using cross-lagged panel model (with longitudinal data) hierarchical linear modeling (HLM) cross-sectional data). aims investigate (i) reciprocal relationships between two specific forms PIU [problematic social media (PSMU) gaming (PG)] distress among schoolteachers, (ii) influence administrators' support on schoolteachers' through cross-level serial mediation (PNT first mediator second affected by PNT teaching). Primary secondary schoolteachers ( N = 980; mean age 34.76; 82.90% females) participated surveys (Time 1: mid-November 2021; Time 2: early-January 2022). Results indicated that high at 1 associated with increased levels PSMU PG 2. Inversely, 2, although did not have significant 2; during 1, administrative contributed alleviating teaching, thereby lowering their which, turn, resulted decrease PG. Conclusion had stronger than PSMU. relieve PG, alleviate distress. Based this finding, school managers must consider effective ways mandatory teaching.

Language: Английский

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Post-Pandemic Mental Health: Psychological Distress and Burnout Syndrome in Regular Basic Education Teachers

Social Sciences, Journal Year: 2023, Volume and Issue: 12(5), P. 279 - 279

Published: May 4, 2023

The COVID-19 pandemic has affected the mental health of regular basic education teachers. Despite fact that in recent months number infections decreased significantly, return to face-to-face classes is great concern teachers due adverse educational context they must face. In this sense, objective study was determine whether or not psychological distress significantly related burnout syndrome upon their classes. This research employed a quantitative approach, design non-experimental, and type descriptive–correlational cross-sectional. total, 184 participated responded using Psychological Distress Scale Maslach Burnout Inventory, which are instruments with adequate psychometric properties. results indicated 40.7% had moderate level distress, 45.1% also syndrome. Likewise, it found Pearson’s r correlation coefficient between variables 0.752, p-value below significance (p < 0.05). It concluded there direct significant relationship For reason, suggested Ministry Education should policies allow reassessment work have been carrying out promote implementation preventive corrective programs improve health.

Language: Английский

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Qualitative analysis of negative and positive COVID-19 experiences of frontline client educators in a Canadian maritime province

Social Sciences & Humanities Open, Journal Year: 2025, Volume and Issue: 11, P. 101385 - 101385

Published: Jan. 1, 2025

Language: Английский

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Tracing the Impact of COVID-19 on Early Language and Literacy Development from Pre-K Through First Grade

AERA Open, Journal Year: 2025, Volume and Issue: 11

Published: May 1, 2025

COVID-19 disrupted early educational experiences for a generation of children, but research on how missing school impacted academic development young children is limited. This paper investigated the longitudinal impact language and literacy in Florida district, specifically following who were pre-K March 2020 through end first grade. cohort (n = 1,167) was compared with pre-COVID-19 1,211) using propensity score matching, multilevel regression models, linear growth modeling. Results indicated that negative impacts emerged late increased over time not driven primarily by remote learning. Young showed especially severe learning loss unconstrained skills (e.g., comprehension) versus constrained phonics). moderated child characteristics poverty or race/ethnicity).

Language: Английский

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Teacher voices matter: The role of teacher autonomy in enhancing job satisfaction and mitigating burnout

PLoS ONE, Journal Year: 2025, Volume and Issue: 20(1), P. e0317471 - e0317471

Published: Jan. 13, 2025

This study aims to explore variables associated with teacher burnout at the end of 2021-2022 school year and shed light on teachers' mental health issues related psychological factors. We collected survey data from 824 United States teachers. Using a moderated mediation analytic model, results this showed that autonomy had considerable interaction effects job satisfaction other in (i.e., administrative support burnout). Teachers more experience higher lower scores. Furthermore, significant relationships between key influencing burnout. These findings are as attrition grows across States, leaders should look well-being.

Language: Английский

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SARS-CoV-2 cross-sectional seroprevalence study among public school staff in Metro Vancouver after the first Omicron wave in British Columbia, Canada

BMJ Open, Journal Year: 2023, Volume and Issue: 13(6), P. e071228 - e071228

Published: June 1, 2023

Objective To determine the SARS-CoV-2 seroprevalence among school workers within Greater Vancouver area, British Columbia, Canada, after first Omicron wave. Design Cross-sectional study by online questionnaire, with blood serology testing. Setting Three main districts (Vancouver, Richmond and Delta) in metropolitan area. Participants Active staff enrolled from January to April 2022, testing between 27 8 2022. Seroprevalence estimates were compared data obtained Canadian donors weighted over same sampling period, age, sex postal code distribution. Primary secondary outcomes nucleocapsid antibody results adjusted for test sensitivity specificity, regional variation across using Bayesian models. Results Of 1850 enrolled, 65.8% (1214/1845) reported close contact a COVID-19 case outside household. those contacts, 51.5% (625/1214) student 54.9% (666/1214) coworker. Cumulative incidence of positive self-reported nucleic acid or rapid antigen since beginning pandemic was 15.8% (291/1845). In representative sample 1620 who completed (87.6%), 26.5% (95% CrI 23.9% 29.3%), 32.4% 30.6% 34.5%) 7164 donors. Conclusion Despite frequent exposures reported, this setting remained no greater than community reference group. are consistent premise that many infections acquired setting, even Omicron.

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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