The long-term effects of perceived instructional leadership on teachers’ psychological well-being during COVID-19 DOI Creative Commons
Chen Xiumei,

Xiao ling Liao,

I‐Hua Chen

et al.

PLoS ONE, Journal Year: 2024, Volume and Issue: 19(8), P. e0305494 - e0305494

Published: Aug. 19, 2024

The COVID-19 outbreak led to widespread school closures and the shift remote teaching, potentially resulting in lasting negative impacts on teachers' psychological well-being due increased workloads a perceived lack of administrative support. Despite significance these challenges, few studies have delved into long-term effects instructional leadership health. To bridge this research gap, we utilized longitudinal data from 927 primary secondary teachers surveyed two phases: Time 1 mid-November 2021 2 early January 2022. Using hierarchical linear modeling (HLM), our findings revealed that perceptions leadership, especially "perceived neglect teaching autonomy" at were positively correlated with burnout levels 2. Additionally, was associated distress acted as mediator between distress. In light findings, recommend schools prioritize autonomy take proactive measures mitigate distress, aiming for sustainable both students post-pandemic era.

Language: Английский

Teacher Stress, Coping, Burnout, and Plans to Leave the Field: A Post-Pandemic Survey DOI
Wendy M. Reinke, Keith C. Herman, Melissa Stormont

et al.

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

Published: Jan. 4, 2025

Language: Английский

Citations

2
Australian teacher stress, well‐being, self‐efficacy, and safety during the COVID‐19 pandemic DOI
Paulina Billett, Kristina Turner, Xia Li

et al.

Psychology in the Schools, Journal Year: 2022, Volume and Issue: 60(5), P. 1394 - 1414

Published: May 9, 2022

The 2020 COVID pandemic radically altered the way in which individuals live and work. For teachers, this entailed a shift their teaching practice, with large numbers of schools around Australia world closing for prolonged periods time moving to an "online" format. This required teachers quickly adapt practices adding further stress already stressful environment. In article, we examine relationships between teachers' stress, self-efficacy, well-being during pandemic. study presents results from quantitative survey undertaken June July 534 Australia. While found that, overall, most (77.29%) reported that they were not feeling anxious role, responses indicated experiencing high levels low positive feelings such as joy, positivity, contentment work COVID-19 negatively impacting self-efficacy.

Language: Английский

Citations

47
The Impact of the COVID-19 Pandemic on the Mental Health of Teachers and Its Possible Risk Factors: A Systematic Review DOI Open Access
Iago Sávyo Duarte Santiago,

Emanuelle Pereira dos Santos,

José Arinelson da Silva

et al.

International Journal of Environmental Research and Public Health, Journal Year: 2023, Volume and Issue: 20(3), P. 1747 - 1747

Published: Jan. 18, 2023

(1) Objective: The objective was to analyze the development of psychiatric pathologies/burnout syndrome and their possible risk factors in teachers context COVID-19 pandemic. (2) Methods: A qualitative systematic review carried out, according PRISMA protocol, PubMed, Scopus, Web Science databases using a combination following descriptors [MeSH]: “mental health”, disorders’’, “covid-19” “school teachers’’. Articles selected were written English, Portuguese Spanish, published between November 2019 December 2022. (3) Results: most common pathologies generalized anxiety disorders depression. Burnout also quite prevalent. Of 776 articles identified, 42 after applying eligibility criteria. Although there is variability among analyzed studies, correlated with increased morbidity were: (i) being female; (ii) age below fifth decade life; (iii) pre-existence chronic or illnesses before pandemic; (iv) difficulty adapting distance education model; (v) family/work conflicts; (vi) negative symptoms caused by (4) Conclusions: Therefore, impact on mental health appears be more female life pre-existing comorbidities. However, prospective studies are needed better map this situation.

Language: Английский

Citations

27
A Scope Review of the Teacher Well-being Research Between 1968 and 2021 DOI Open Access
Lutong Zhang, Junjun Chen, Xinlin Li

et al.

The Asia-Pacific Education Researcher, Journal Year: 2023, Volume and Issue: 33(1), P. 171 - 186

Published: March 13, 2023

Language: Английский

Citations

25
Exploring teachers’ psychological needs, motivating styles, emotion regulation and self-compassion: A comparative study before and during the COVID-19 lockdown DOI Creative Commons
Idit Katz,

Angelica Moè

Teaching and Teacher Education, Journal Year: 2024, Volume and Issue: 148, P. 104706 - 104706

Published: July 13, 2024

This correlational study investigated the mediation of emotion regulation and self-compassion in relationship between teacher need satisfaction/frustration adoption (de)motivating styles before during COVID-19. Two groups Italian teachers tested 2019 (n = 259) 2020 233) completed a series questionnaires. In both times, satisfaction was positively associated with motivating (bright path), whereas frustration demotivating (dark path). Before, reappraisal mediated this relationship, mediating factor lockdowns, suggesting that coping mechanisms can differ stressful circumstances. Theoretical practical implications are discussed.

Language: Английский

Citations

11
A Multi-Layered Socio-Ecological Framework for Investigating Teacher Well-Being: Key Predictors and Protective Factors DOI Open Access
Naureen Durrani, Zhadyra Makhmetova

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

Citations

1
Teachers' Mental Health Challenges and Contributing Risk Factors: A Systematic Narrative Review Based on the Socio‐Ecological Model DOI Open Access
Farshad Ghasemi

Psychology in the Schools, Journal Year: 2025, Volume and Issue: unknown

Published: March 5, 2025

ABSTRACT Despite the extensive research studies on teacher mental health and associated contributing factors, a systematic investigation of different occupational personal stressors challenges that teachers cope with remains notably scarce. Using socio‐ecological framework, this was an attempt to synthesize two decades inquiries explore classify significant stressors, challenges, practical effective intervention programs in schools limited available resources. This narrative review 34 articles informs development Integrated Model Mental Health (IMH) by classifying influences potential risk factors diverse systems. The results demonstrated multifaceted nature necessity developing systemic interventions address root causes across multiple levels, from individual societal norms policies. While findings manifested range issues corresponding each ecological level, stress burnout were most challenging, persistent, prevalent psychological concerns teachers. Effective feasible emerged literature included: (a) promoting culture support empathy, (b) establishing regular communication channels, (c) encouraging transformational leadership, (d) addressing structural inequities, biases, oppression. Eventually, indicated significance adopting holistic preventive approach takes into account complicated interaction within beyond educational context.

Language: Английский

Citations

1
The relationship between teacher stress and job satisfaction as moderated by coping DOI

Seth Woods,

James Sebastian,

Keith C. Herman

et al.

Psychology in the Schools, Journal Year: 2023, Volume and Issue: 60(7), P. 2237 - 2256

Published: Jan. 19, 2023

Abstract The present study investigated the relationship between teacher stress and job satisfaction, examined role of coping as a moderator. Based on transactional Coping‐Competence‐Context models we expected that would serve protective factor in their satisfaction. Stress, coping, satisfaction were measured using single‐item scales which are cost‐effective practical instruments for measuring monitoring stress. A total 2347 teachers from 93 schools formed sample this study. Regression analysis with outcome, stress, interaction entered separately used to test primary hypothesis. Results showed there was negative correlation had significant moderating effect. Increasing levels less impact high ratings compared those average or low ratings. Overall, our results suggest development skills could be beneficial mitigating effects

Language: Английский

Citations

21
Re-imagining teacher mentoring for the future DOI Creative Commons
Ellen Larsen, Cecily Jensen-Clayton, Elizabeth Curtis

et al.

Professional Development in Education, Journal Year: 2023, Volume and Issue: unknown, P. 1 - 15

Published: Feb. 15, 2023

Teachers are dealing with a profession characterised by rapidly evolving educational research, societal shifts, and political agendas. They faced unforeseen events that create futures yet unknown, the global pandemic clear example. Mentoring has long history as an approach to support teachers, particularly those in early stages of their careers, navigate challenges build professional capacity. The unprecedented complexity current landscape demands now, more than ever, mentoring for career teachers (ECTs) extends beyond standards-driven capacity building nurture future-focused dispositions. This paper conceptualises Future-focused model (FfM) context, framed intellectual virtues transformation self, relationships, teacher practice leverages celebrates imagination, courage, open-mindedness, tenacity. In proposing this model, we draw on strong theoretical empirical base articulate principles is relational, mindful future-focused. been conceptualised way forward sustain ECTs' effectiveness future longevity profession.

Language: Английский

Citations

20
The Perceived Effects of the Onset of the COVID-19 Pandemic: A Focus on Educators’ Perceptions of the Negative Effects on Educator Stress and Student Well-Being DOI
Catherine P. Bradshaw, Joseph M. Kush, Summer S. Braun

et al.

School Psychology Review, Journal Year: 2023, Volume and Issue: 53(1), P. 82 - 95

Published: Jan. 23, 2023

The COVID-19 pandemic resulted in an urgent pivot to remote learning, causing many challenges for teachers and school administrators. current study sought better understand the extent which perceived negative impacts of on U.S. educators their students varied as a function staff role (teacher vs. administrator), level (elementary secondary school), type setting (public private), reported through national survey conducted June July 2020. Using data from 608 (n = 481 n 127 administrators; 48% elementary; 85% public we examined educators' perceptions personal lives, professional students' lives; major challenges; stress various domains. Findings suggested overall high concern across Investigation educator subgroup effects elementary administrators were most concerned about students.Impact StatementEducators, including alike, experienced significant work-related students, own well-being. Some subgroups, like educators, those working schools, (compared administrators), may require additional assistance managing stress, supporting both academically with regard social–emotional needs.

Language: Английский

Citations

19