“My brain feels like a browser with 100 tabs open”: A longitudinal study of teachers’ mental health and well‐being during the COVID‐19 pandemic

British Journal of Educational Psychology, Journal Year: 2021, Volume and Issue: 92(1), P. 299 - 318

Published: Aug. 1, 2021

Teaching and caring for pupils during the COVID-19 pandemic has been a challenge many teachers, its impact on teachers' mental health well-being (MHWB) should be of great national international concern.This study examines 24 primary secondary school MHWB experiences across three time points (April, July, November 2020) using longitudinal qualitative trajectory analysis.We used mixture inductive deductive coding, based Job Demands-Resources Model, to identify job demands (aspects that can physically or psychologically costly) resources buffer effects promote achievement growth) teachers reported experiencing points.Generally, seemed have declined throughout pandemic, especially leaders. Six contributed negatively (i.e., uncertainty, workload, negative perception profession, concern others' well-being, struggles, multiple roles) positively their social support, work autonomy, coping strategies).Policymakers practitioners support by engaging in more collaborative communication ensuring greater accessibility sources support. These discussions provisions will crucial supporting thereby educational system, both after pandemic.

Language: Английский

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‘I cannot sustain the workload and the emotional toll’: Reasons behind Australian teachers’ intentions to leave the profession

Australian Journal of Education, Journal Year: 2022, Volume and Issue: 66(2), P. 196 - 209

Published: May 6, 2022

Concerns are mounting about the attraction and retention of teachers in Australian schools. This study draws upon a questionnaire 2444 primary secondary school teachers, which revealed that only 41% respondents intended to remain profession. Through thematic analysis qualitative data within questionnaire, we use employee turnover theory enable an understanding reasons 1446 described as influencing their intentions leave These included heavy workloads, health wellbeing concerns for status We also analyse responses from all explore possible mitigating strategies or practices might reduce intention, including meaningful reductions workload raising teaching In doing so, contribute nuanced empirical insights can inform policy practice.

Language: Английский

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Teacher burnout and physical health: A systematic review

International Journal of Educational Research, Journal Year: 2023, Volume and Issue: 119, P. 102173 - 102173

Published: Jan. 1, 2023

Teachers are at risk of many negative physical health consequences. The high levels burnout in the teaching profession may be one reasons why this is case. We tested idea by providing first systematic review association between teacher and health. found 21 relevant studies including 5267 teachers. findings showed that was consistently associated with somatic complaints (e.g., headaches), illnesses gastroenteritis), voice disorders, biomarkers hypothalamic-pituitary-adrenal-axis dysregulation (cortisol) inflammation (cytokines). Future work area would benefit from a greater focus on integrating testing theory. Nevertheless, suggest factor underpinning development ill-health

Language: Английский

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The Rise and Fall of the Teaching Profession: Prestige, Interest, Preparation, and Satisfaction Over the Last Half Century

American Educational Research Journal, Journal Year: 2024, Volume and Issue: unknown

Published: Oct. 31, 2024

We examine the state of U.S. K–12 teaching profession over last half century by compiling nationally representative time-series data on four interrelated constructs: occupational prestige, interest among students, number individuals preparing for entry, and on-the-job satisfaction. find a consistent dynamic pattern across every measure: rapid decline in 1970s, swift rise 1980s extending into mid-1990s, relative stability, then sustained beginning around 2010. The current is at or near its lowest levels 50 years. identify explore range hypotheses that might explain these historical patterns including economic sociopolitical factors, education policies, school environments.

Language: Английский

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Occupational stress, burnout, and change fatigue as predictors of quiet quitting among teachers

Acta Psychologica, Journal Year: 2025, Volume and Issue: 254, P. 104812 - 104812

Published: Feb. 16, 2025

Language: Английский

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Comparative analysis of collaborative impacts on teacher job satisfaction: A cross-cultural study between the United States and China

Research in Comparative and International Education, Journal Year: 2025, Volume and Issue: unknown

Published: Jan. 10, 2025

This present research proposed a whole-school approach collaboration model to assess its effects on the job satisfaction of teacher educators in United States and China. It aims identify differences how influences among American Chinese teachers, drawing data from 2018 Teaching Learning International Survey (TALIS). Utilizing hierarchical linear modeling (HLM), study constructs models that integrate variables at both stakeholder levels. The results indicated teacher-level had positive teachers’ satisfaction. Interestingly, this reveals distinct dynamics influence school leadership satisfaction: it plays significant role for while teachers is not pronounced. finding highlights varying cultural contexts organizational structures within education system

Language: Английский

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Teachers’ life satisfaction: A structural equation model analyzing the role of trait emotion regulation, intrinsic job satisfaction and affect

Teaching and Teacher Education, Journal Year: 2022, Volume and Issue: 113, P. 103668 - 103668

Published: Feb. 17, 2022

Teaching is an emotionally demanding profession that can negatively affect teacher well-being. This cross-sectional study aimed to test a comprehensive structural equation model of both the direct and indirect (through intrinsic job satisfaction) relationships between trait emotion regulation life satisfaction in sample 404 Spanish teachers. The obtained good fit (S–B χ2 = 319.142, df 201, p < .001; CFI 0.957; RMSEA 0.038). Outcomes suggested that: i) positive negative mediates relationship satisfaction; ii) main determinant satisfaction. Practical implications limitations are also discussed.

Language: Английский

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Why teachers are leaving and what we can do about it

Phi Delta Kappan, Journal Year: 2022, Volume and Issue: 104(1), P. 6 - 11

Published: Aug. 29, 2022

Teaching has always been a demanding profession, and the demands have only escalated during COVID-19 pandemic. David T. Marshall, Tim Pressley, Natalie M. Neugebauer, & Shannon review research from before pandemic to learn what makes teachers likely leave profession share results their May 2022 survey of 830 teachers. Around three-fourths surveyed had considered leaving positions 2022-23 school year, with more than half considering outside education. Teachers describe increased workload, ongoing stress, lack support administrators parents as factors that led them consider leaving.

Language: Английский

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Providing emergency remote teaching: What are teachers’ needs and what could have helped them to deal with the impact of the COVID-19 pandemic?

Teaching and Teacher Education, Journal Year: 2022, Volume and Issue: 118, P. 103815 - 103815

Published: July 18, 2022

When schools closed due to the COVID-19 pandemic in March 2020, teachers suddenly had teach remotely. To better understand possible impact of these measures on teachers' work functioning and well-being, this study examined needs. Using a thematic analysis approach analyzing 1,115 open-ended answers, three domains related needs were identified: work-life balance working from home, teaching interaction with students parents, school management colleagues. Findings are interpreted existing frameworks (i.e., Jobs Demands-Resources (JD-R) model Self-Determination Theory (SDT)). We also identified several unique needs, such as adjusting learning goals.

Language: Английский

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Teacher Burnout in the Time of COVID-19: Antecedents and Psychological Consequences

International Journal of Environmental Research and Public Health, Journal Year: 2023, Volume and Issue: 20(5), P. 4204 - 4204

Published: Feb. 27, 2023

The important, frontline role of teachers during the COVID-19 pandemic has often gone unrecognized, and attention to their mental health well-being is only focus scholarly research. unprecedented challenges that faced stresses strains associated with it have severely impacted psychological well-being. This study examined predictors consequences burnout. Participants (N = 355) were schoolteachers in South Africa who completed Perceived Vulnerability Disease Questionnaire, Fear Scale, Role Orientation Maslach Burnout Inventory, Centre for Epidemiological Depression Beck Hopelessness Satisfaction Life trait scale State-Trait Anxiety Inventory. results a multiple regression showed fear COVID-19, ambiguity, conflict significant emotional exhaustion depersonalization, while perceived infectability ambiguity significantly predicted personal accomplishment. Gender age also respectively, was predictor Generally, dimensions burnout indices well-being-namely, depression, hopelessness, anxiety, life satisfaction-with exception association between depersonalization satisfaction. Our suggest intervention efforts reduce need provide adequate job resources buffer against demands stressors work.

Language: Английский

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