Language teachers’ coping strategies during the Covid-19 conversion to online teaching: Correlations with stress, wellbeing and negative emotions

System, Journal Year: 2020, Volume and Issue: 94, P. 102352 - 102352

Published: Aug. 22, 2020

Language: Английский

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Motivation and Continuance Intention towards Online Instruction among Teachers during the COVID-19 Pandemic: The Mediating Effect of Burnout and Technostress

International Journal of Environmental Research and Public Health, Journal Year: 2020, Volume and Issue: 17(21), P. 8002 - 8002

Published: Oct. 30, 2020

In-service teachers have various emotional and motivational experiences that can influence their continuance intention towards online-only instruction during the COVID-19 pandemic, as a significant stress factor for workplace. Derived from Self-Determination Theory (SDT), Job Demands–Resources Model (JD–R), Technology Acceptance (TAM), present research model includes technological pedagogical knowledge (TPK) self-efficacy (SE), intrinsic (IM) extrinsic (EM) work motivation, occupational (OS) (i.e., burnout technostress which been examined in tandem) key dimensions to explain better among in-service use (CI). Data were collected 980 outbreak between April May 2020. Overall, structural explained 70% of variance teachers’ CI. Motivational practices directly indirectly linked through OS with The findings showed IM has most effect on CI, followed by TPK-SE, significant, but lower predictors. was positively associated TPK-SE negatively EM. results offered valuable insights into how motivation constructs related understanding online an unstable context, order support coping working remotely.

Language: Английский

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Teacher stress and anxiety during COVID-19: An empirical study.

School Psychology, Journal Year: 2021, Volume and Issue: 36(5), P. 367 - 376

Published: Sept. 1, 2021

The purpose of this study was to explore how returning teaching during the Coronavirus disease (COVID-19) pandemic impacted teachers' stress and anxiety. Specifically, investigated anxiety changed first month school. Additionally, explored association predictor variables for changes in teacher while COVID-19 pandemic. present included 329 elementary teachers from across United States who completed a survey week October 2020. results found that most saw no change or an increase month. Significant predictors increased communication within school, with virtual instruction having In comparison, group significant stress, instruction, provides applicable information schools districts as there is limited empirical research on impact teachers. Teachers are working frontline workers pandemic; thus, need monitor provide necessary support. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Language: Английский

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Teacher stress and burnout in Australia: examining the role of intrapersonal and environmental factors

Social Psychology of Education, Journal Year: 2022, Volume and Issue: 25(2-3), P. 441 - 469

Published: Feb. 25, 2022

Concerns regarding high rates of teacher stress and burnout are present globally. Yet there is limited current data the severity stress, or role intrapersonal environmental factors in relation to within Australian context. The study, conducted over an 18-month period, prior COVID pandemic, surveyed 749 teachers explore their experience work-related burnout; differences across different demographic groups profession; as well contributing factors, particularly, emotion regulation, subjective well-being, workload. Results showed half sample reported being very extremely stressed were considering leaving profession, with early career teachers, primary working rural remote areas reporting highest levels. Conditional process analyses highlighted importance workload well-being development some forms burnout. Implications for educational practice discussed.

Language: Английский

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Teachers’ mental health during the first two waves of the COVID-19 pandemic in Poland

PLoS ONE, Journal Year: 2021, Volume and Issue: 16(9), P. e0257252 - e0257252

Published: Sept. 23, 2021

Teaching work is stressful, moreover during the pandemic teachers' stress might have been intensified by distance education as well limited access to social support, which functions a buffer in experiencing stress. The aim of research was investigate relation between and well-being, their close relations other first two waves COVID-19 pandemic.The conducted stages on 285 Polish primary secondary school teachers who were recruited means chain referral method. following measures used: Depression Anxiety & Stress Scales-21, Berlin Social Support Scales, Relationship Satisfaction Scale Injustice Experience Questionnaire.The experienced at least mild levels stress, anxiety depression, both second Poland. It has confirmed that there negative relationship quality change change, depression. variables taken into consideration provided explanation for variation stress-from 6% stage 47% stage; anxiety-from 21% 31%; depression-from 12% 46%, respectively.The results show due distinction professional family life blurred, consequence well-being could worsened. isolation put stop spreading virus contributed changes relations, particular, same time negatively influenced abilities effectively cope with crisis situations.

Language: Английский

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A Systematic Review of the Factors That Influence Teachers’ Occupational Wellbeing

International Journal of Environmental Research and Public Health, Journal Year: 2023, Volume and Issue: 20(12), P. 6070 - 6070

Published: June 6, 2023

Teachers belong to a high-demand occupational group and experience work-related challenges discretely diverse emotional turmoils of varying intensity while teaching interacting with students. These experiences often result in high stress levels that contribute burnout and, consequently, breach teachers' wellbeing. Promoting positive teacher wellbeing substantially influences quality, flow-on effect on student academic development. This literature review utilised framework systematically explore the factors impact kindergarten, primary, secondary schoolteachers. Thirty-eight (38) studies from an initial 3766 peer-reviewed articles sourced various databases (CINAHL, Emcare, PychINFO, Scopus, ERIC, PsycARTICLES) were utilized for this systematic review. Four major identified, including personal capabilities, socioemotional competence, responses work conditions, professional relationships. Findings highlight importance dealing numerous competing demands, need level self-efficacy instruction behavioural management being critically significant. require adequate organisational support successfully carry out their roles stronger resilience efficient job execution. also have social-emotional competence be able create high-quality classroom environment conducive atmosphere supports healthy teacher-student relationships, reduces increases teachers. Collaborating other relevant stakeholders such as parents, colleagues, school's leadership team is critical creating environment. A good workplace has potential provide supportive platform learning engagement. clearly points beneficial effects prioritising its intentional inclusion development plan practising Finally, primary school teachers share many similarities terms they face, there are some differences how these wellbeing, warrant further investigation.

Language: Английский

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Teacher Stress, Coping, Burnout, and Plans to Leave the Field: A Post-Pandemic Survey

School Mental Health, Journal Year: 2025, Volume and Issue: unknown

Published: Jan. 4, 2025

Language: Английский

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Advances in understanding and intervening in teacher stress and coping: The Coping-Competence-Context Theory

Journal of School Psychology, Journal Year: 2020, Volume and Issue: 78, P. 69 - 74

Published: Feb. 1, 2020

Language: Английский

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Teacher Training Can Make a Difference: Tools to Overcome the Impact of COVID-19 on Primary Schools. An Experimental Study

International Journal of Environmental Research and Public Health, Journal Year: 2020, Volume and Issue: 17(22), P. 8633 - 8633

Published: Nov. 20, 2020

Overcoming the impact of coronavirus pandemic (COVID-19) on primary schools is an emerging need and priority in current social welfare system. Accordingly, this study presents empirical learning package to support teachers, who perform frontline work schools, coping with stress, preventing burnout, improving their information communications technology (ICT) competency, introducing principles emotional intelligence (EI) classroom. The participants included 141 school teachers (M = 38.4 years, SD 6.84; 54.6% women). They were randomly assigned experimental or control group. group participated 14-week teacher training program, whereas did not participate program receive any other during intervention. Repeated-measures analysis variance (time x group) was performed identify effects program. Teachers evaluated it positively showed significant differences compared abilities cope stress avoid ICT introduction EI Implications for supporting are discussed.

Language: Английский

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Individual and school predictors of teacher stress, coping, and wellness during the COVID-19 pandemic.

School Psychology, Journal Year: 2021, Volume and Issue: 36(6), P. 483 - 493

Published: Nov. 1, 2021

The Coronavirus disease 2019 (COVID-19) pandemic created unprecedented challenges for the U.S. education system and teachers. present study examined correlates predictors of teacher well-being in immediate aftermath school closures related to pandemic. Data were collected as part a larger group randomized trial. Six hundred thirty-nine teachers completed surveys about their stress, coping, health, job satisfaction, internalizing symptoms Fall 2019, before pandemic, May 2020, during Teachers also provided ratings COVID-19 teaching, student attendance engagement, concern students families. reported lower levels work-related stress after pandemic's onset compared prepandemic levels. Multilevel regression analyses revealed confidence ability manage behaviors consistent robust predictor outcomes. Additionally, pre-COVID-19 school-level factors measured including collegial leadership fair equitable discipline structures, predicted aspects at COVID-19. Findings suggest importance competence perceived efficacy managing behavior engaging them learning help adapt stressors organizational health climate may facilitate or hinder adjustment. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Language: Английский

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