Canadian teachers’ attitudes toward change, efficacy, and burnout during the COVID-19 pandemic

International Journal of Educational Research Open, Journal Year: 2020, Volume and Issue: 1, P. 100016 - 100016

Published: Jan. 1, 2020

Canadian teachers (N = 1626) took part in a longitudinal, national survey conducted at two points early the COVID-19 pandemic. Results indicated that teacher efficacy, attitudes toward change, and perceptions of administrative support were correlated with resilience burnout onset Over first three months pandemic, demonstrated increasing exhaustion cynicism but also increased efficacy for classroom management sense accomplishment. In addition, teachers' cognitive emotional change became more negative. Implications deficit resources to demands result stress over time are discussed.

Language: Английский

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Does teacher burnout affect students? A systematic review of its association with academic achievement and student-reported outcomes

International Journal of Educational Research, Journal Year: 2020, Volume and Issue: 105, P. 101714 - 101714

Published: Nov. 28, 2020

Language: Английский

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Teacher emotions in the classroom and their implications for students

Educational Psychologist, Journal Year: 2021, Volume and Issue: 56(4), P. 250 - 264

Published: Oct. 2, 2021

The present contribution provides a conceptualization of teacher emotions rooted in appraisal theory and draws on several complementary theoretical perspectives to create conceptual framework for understanding the emotion–student outcome link based three psychological mechanisms: (1) direct transmission effects between student emotions, (2) mediated via teachers’ instructional relational teaching behaviors, (3) recursive back from outcomes both directly indirectly appraisals their correspondingly adapted behaviors. We then tour d’horizon empirical evidence this field research, highlighting valence-congruent links which positive relate desirable negative undesirable outcomes, but also valence-incongruent links. Last, we identify two key challenges emotion impact research suggest directions future that focus measurement, design, an extended scope considering regulation.

Language: Английский

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Validating the Copenhagen Psychosocial Questionnaire (COPSOQ-II) Using Set-ESEM: Identifying Psychosocial Risk Factors in a Sample of School Principals

Frontiers in Psychology, Journal Year: 2018, Volume and Issue: 9

Published: April 30, 2018

School principals world-wide report high levels of strain and attrition resulting in a shortage qualified principals. It is thus, crucial to identify psychosocial risk factors that reflect principals' occupational wellbeing. For this purpose, we used the Copenhagen Psychosocial Questionnaire (COPSOQ-II), widely self-report measure covering multiple identified by leading stress theories. We evaluated COPSOQ-II regarding factor structure longitudinal, discriminant, convergent validity using latent structural equation modeling large sample Australian school (N = 2,049). Results reveal confirmatory analysis produced marginally acceptable model fit. A novel approach call set exploratory (ESEM-set), where cross-loadings were only allowed within priori defined sets factors, fit well, was more parsimonious than full ESEM. Further multitrait-multimethod models based on set-ESEM confirm importance principal's factors; Stressors depression related demands ill-being, while confidence autonomy also show working private sector beneficial for showing low risk, other demographics have little effects. Finally, five profiles (high no risk) all factors. Overall research presented here closes theory application gap strong multi-dimensional risk-factors.

Language: Английский

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Teachers' well-being in times of Covid-19 pandemic: factors that explain professional well-being

IJERI International Journal of Educational Research and Innovation, Journal Year: 2020, Volume and Issue: 15, P. 203 - 217

Published: July 29, 2020

This cross-sectional study was aimed to describe and analyse factors related the professional well-being of Portuguese teachers during COVID-19 pandemic. A previously validated, anonymous online questionnaire applied a non-probabilistic sample teachers. In addition socio-demographic variables, measured subjective well-being, satisfaction with education system future perspectives regarding circumstances. The psychometric characteristics were analysed, t-test ANOVA used differences between main variables characteristics, along generalized linear model in order more precisely determine predicting teachers' well-being. results showed that majority respondents have moderately positive perception Teachers satisfied before pandemic has reduced face profession, creating some concern among about their future. Sex, length service, perceptions teaching difficulties proved be predictors times provided scientific bases for development interventions improve teachers, which focus on emotional management digital skills long careers. piece research concluded thorough evidence there is need further stronger investment public policies reform and, consequently, renewal class.

Language: Английский

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Teachers, Stress, and the COVID-19 Pandemic: A Qualitative Analysis

School Mental Health, Journal Year: 2022, Volume and Issue: 15(1), P. 78 - 89

Published: July 16, 2022

Language: Английский

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Supporting Teachers in Times of Change: The Job Demands- Resources Model and Teacher Burnout During the COVID-19 Pandemic

International Journal of Contemporary Education, Journal Year: 2020, Volume and Issue: 3(2), P. 67 - 67

Published: Aug. 11, 2020

Burnout in teachers has been broadly investigated, but no studies have investigated burnout during a pandemic. The current study is based on survey of 1278 Canadian and examined whether the Job Demands-Resources model was useful lens for examining teacher this unprecedented context. Results supported general terms that most demands were strongly correlated with initial exhaustion stage burnout. However, not all resources associated later stages burnout, suggesting examination specific context pandemic as opposed to together latent variable contributes development more refined model. Suggestions supporting teachers’ welfare are provided.

Language: Английский

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Is Empathy the Key to Effective Teaching? A Systematic Review of Its Association with Teacher-Student Interactions and Student Outcomes

Educational Psychology Review, Journal Year: 2022, Volume and Issue: 34(3), P. 1177 - 1216

Published: March 10, 2022

Abstract Teachers’ social-emotional competence has received increasing attention in educational psychology for about a decade and been suggested to be an important prerequisite the quality of teacher-student interactions student outcomes. In this review, we will summarize current state knowledge association between one central component teachers’ competence—their empathy—with these indicators teaching effectiveness. After all, empathy appears particularly promising determinant explaining high-quality interactions, especially emotional support students and, turn, positive development from theoretical perspective. A systematic literature research yielded 41 records relevant our article. Results indicated that teachers reporting more with victims bullying hypothetical scenarios greater likelihood intervene. However, there was neither consistent evidence relationship degree which they supported emotionally general, nor classroom management, instructional support, or Notably, most studies asked self-evaluation their empathy, whereas assessments based on objective criteria were underrepresented. We discuss how methodological decisions limit conclusions can draw prior outline perspective future empathy.

Language: Английский

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Assessing the influence of socio-demographic characteristics on teachers' resilience in Tanzania: a study of selected secondary schools in Morogoro Municipality

Educational Dimension, Journal Year: 2025, Volume and Issue: unknown

Published: Jan. 8, 2025

This study explored how socio-demographic factors affect teachers' resilience in selected secondary schools Morogoro Municipality, Tanzania, using a mixed-method approach. Data were collected from 238 participants via questionnaires and interviews analyzed with SPSS version 25. Key statistical methods, including binary logistic regression chi-square tests, employed to examine the relationships between variables that measured by scale. The findings highlighted significant correlations levels such as education, media exposure, marital status. About half of teachers showed high resilience, while other demonstrated low indicating diverse coping abilities. Teachers higher educational qualifications greater exposure exhibited better adaptive strategies. emphasizes need for reforms institutions policies enhance professional development access, ultimately aiming improve Tanzanian schools.

Language: Английский

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Teachers' sense of adaptability: Examining links with perceived autonomy support, teachers' psychological functioning, and students' numeracy achievement

Learning and Individual Differences, Journal Year: 2017, Volume and Issue: 55, P. 29 - 39

Published: March 17, 2017

Language: Английский

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