Teachers’ mental health during the first two waves of the COVID-19 pandemic in Poland DOI Creative Commons
Tomasz Jakubowski, Magdalena Sitko-Dominik

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

Teacher Self-Efficacy and Its Effects on Classroom Processes, Student Academic Adjustment, and Teacher Well-Being DOI
Marjolein Zee, Helma M. Y. Koomen

Review of Educational Research, Journal Year: 2016, Volume and Issue: 86(4), P. 981 - 1015

Published: Jan. 26, 2016

This study integrates 40 years of teacher self-efficacy (TSE) research to explore the consequences TSE for quality classroom processes, students’ academic adjustment, and teachers’ psychological well-being. Via a criteria-based review approach, 165 eligible articles were included analysis. Results suggest that shows positive links with patterns behavior practices related quality, factors underlying well-being, including personal accomplishment, job satisfaction, commitment. Negative associations found between burnout factors. Last, small number studies indicated indirect effects through instructional support, organization. Possible explanations findings gaps in measurement analysis educational literature are discussed.

Language: Английский

Citations

1265
Teacher job satisfaction: the importance of school working conditions and teacher characteristics DOI Creative Commons
Anna Toropova, Eva Myrberg, Stefan Johansson

et al.

Educational Review, Journal Year: 2020, Volume and Issue: 73(1), P. 71 - 97

Published: Jan. 8, 2020

Given that teacher shortage is an international problem, job satisfaction merits closer attention. Not only closely related to retention, but it also contributes the well-being of teachers and their students, overall school cohesion enhanced status teaching profession. This study investigates relations between satisfaction, working conditions characteristics for eighth grade mathematics teachers. The employs TIMSS 2015 (Trends in International Mathematics Science Study) data from Sweden. Confirmatory factor analysis structural equation modelling are used as main methods. Results demonstrate a substantial association satisfaction. More specifically, workload, cooperation perceptions student discipline were factors most As characteristics, female teachers, with more exposure professional development efficacious tended have higher levels In addition, was found relationship extent pronounced male while important lower self-efficacy beliefs. Implications policy further discussed.

Language: Английский

Citations

615
Impacts of the CARE for Teachers program on teachers’ social and emotional competence and classroom interactions. DOI
Patricia A. Jennings, Joshua L. Brown, Jennifer Frank

et al.

Journal of Educational Psychology, Journal Year: 2017, Volume and Issue: 109(7), P. 1010 - 1028

Published: Feb. 13, 2017

Understanding teachers’ stress is of critical importance to address the challenges in today’s educational climate. Growing numbers teachers are reporting high levels occupational stress, and teacher turnover having a negative impact on education quality. Cultivating Awareness Resilience Education (CARE for Teachers) mindfulness-based professional development program designed promote social emotional competence improve quality classroom interactions. The efficacy was assessed using cluster randomized trial design involving 36 urban elementary schools 224 teachers. CARE Teachers involved 30 hr in-person training addition intersession phone coaching. At both pre- postintervention, completed self-report measures assessments their participating students. Teachers’ classrooms were observed coded Classroom Assessment Scoring System (CLASS). Analyses showed that had statistically significant direct positive effects adaptive emotion regulation, mindfulness, psychological distress, time urgency. also effect support domain CLASS. present findings indicate an effective promoting increasing (PsycINFO Database Record (c) 2017 APA, all rights reserved)

Language: Английский

Citations

513
Stress contagion in the classroom? The link between classroom teacher burnout and morning cortisol in elementary school students DOI
Eva Oberle, Kimberly A. Schonert‐Reichl

Social Science & Medicine, Journal Year: 2016, Volume and Issue: 159, P. 30 - 37

Published: May 1, 2016

Language: Английский

Citations

379
Teacher Stress and Teacher Self-Efficacy as Predictors of Engagement, Emotional Exhaustion, and Motivation to Leave the Teaching Profession DOI Open Access
Einar M. Skaalvik,

Sidsel Skaalvik

Creative Education, Journal Year: 2016, Volume and Issue: 07(13), P. 1785 - 1799

Published: Jan. 1, 2016

The purpose of this study was to explore how seven potentially stressful school context variables (potential stressors) predicted senior high teachers’ experiences teacher self-efficacy, emotional stress, exhaustion, engagement in teaching, and motivation leave the teaching profession. A total 523 Norwegian teachers participated study. Four potential stressors were significantly but differently related self-efficacy stress indirectly engagement, shows that different predict through psychological processes. SEM-analysis indicated two main routes profession: 1) one route from time pressure via exhaustion quit 2) another lack supervisory support trust, low student value conflicts lower quit.

Language: Английский

Citations

357
Job demands and job resources as predictors of teacher motivation and well-being DOI Creative Commons
Einar M. Skaalvik,

Sidsel Skaalvik

Social Psychology of Education, Journal Year: 2018, Volume and Issue: 21(5), P. 1251 - 1275

Published: Aug. 24, 2018

We analyzed how teacher perception of job demands and resources in the school environment were related to well-being, engagement motivation leave teaching profession. Participants 760 Norwegian teachers grade 1–10. Data by means confirmatory factor analysis SEM analysis. A second order demand variable strongly predicted lower whereas more moderately higher well-being. Teacher well-being was turn predictive Analysis primary factors showed that time pressure strongest predictor

Language: Английский

Citations

341
Teacher stress and burnout in urban middle schools: Associations with job demands, resources, and effective classroom practices DOI
Jessika H. Bottiani,

Chelsea A. K. Duran,

Elise T. Pas

et al.

Journal of School Psychology, Journal Year: 2019, Volume and Issue: 77, P. 36 - 51

Published: Nov. 22, 2019

Language: Английский

Citations

340
Leaving the teaching profession: The role of teacher stress and educational accountability policies on turnover intent DOI
Shannon Ryan, Nathaniel P. von der Embse,

Laura L. Pendergast

et al.

Teaching and Teacher Education, Journal Year: 2017, Volume and Issue: 66, P. 1 - 11

Published: April 14, 2017

Language: Английский

Citations

328
The effect of perceived school climate and teacher efficacy in behavior management on job satisfaction and burnout: A longitudinal study DOI
Olli-Pekka Malinen, Hannu Savolainen

Teaching and Teacher Education, Journal Year: 2016, Volume and Issue: 60, P. 144 - 152

Published: Aug. 28, 2016

Language: Английский

Citations

295
The Impact of School Climate and School Identification on Academic Achievement: Multilevel Modeling with Student and Teacher Data DOI Creative Commons

Sophie Maxwell,

Kelly A. Reynolds, Eunro Lee

et al.

Frontiers in Psychology, Journal Year: 2017, Volume and Issue: 8

Published: Dec. 5, 2017

School climate is a leading factor in explaining student learning and achievement. Less work has explored the impact of both staff perceptions school raising interesting questions about whether experiences can add “value” to students’ In current research, multiple sources were integrated into multilevel model, including self-reports, objective records academic achievement socio-economic demographics. Achievement was assessed using national literacy numeracy tests (N = 760 2,257 students from 17 secondary schools). addition, guided by ‘social identity approach’, identification investigated as possible psychological mechanism explain relationship between line with predictions, results show that significantly writing this effect mediated school. Furthermore, on numeracy, reading (while accounting for responses). However, staff’s did not play significant role. Implications these findings organizational, social, educational research are discussed.

Language: Английский

Citations

290