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

Profiles of Work Engagement and Work-Related Effort and Reward Among Teachers: Associations to Occupational Well-Being and Leader–Follower Relationship During the COVID-19 Pandemic DOI Creative Commons
Sanni Pöysä, Eija Pakarinen, Marja‐Kristiina Lerkkanen

et al.

Frontiers in Psychology, Journal Year: 2022, Volume and Issue: 13

Published: May 12, 2022

This study examined teachers’ occupational well-being by identifying profiles based on self-ratings of work engagement as well work-related effort and reward. It also did so examining whether the identified subgroups differed with respect to self-reported stress emotional exhaustion resources such individual resource meaningfulness leader-level leader–follower relationship. The participants in were 321 Finnish elementary school teachers. data collected spring 2021, that is, at time when COVID-19 pandemic was present, yet there no national closures. Three groups teachers latent profile analysis: (1) recognized being poorly engaged highest lowest reward (4.7%); (2) averagely higher than (32.1%); (3) highly (63.2%). subsequent analyses differences among revealed, for example, each group 2 3 Thus, findings indicate are ways which able benefit from how they cope job-related demands during pandemic.

Language: Английский

Citations

14
Stress, Burnout, and Resilience: Are Teachers at Risk? DOI Open Access

Jos�Luis Moreno-Lucas,

Juan Pedro Martínez-Ramón,

Francisco Manuel Morales-Rodr韌uez

et al.

International Journal of Mental Health Promotion, Journal Year: 2023, Volume and Issue: 25(2), P. 207 - 222

Published: Jan. 1, 2023

It is increasingly common to find alarming news related tragic events occurring in schools around the world. Being able deal with these situations without getting hurt a task not suitable for everyone. In general, teachers are ones who must this type of situation addition other daily problems that appear any classroom make level stress which they subjected can become dangerous. This research aims know current region southeastern Spain terms their work stress, resilience, and associated variables, an ex post facto quantitative approach study was designed. For purpose, ad hoc sociodemographic questionnaire, questions based on Teaching Learning International Survey Organization Economic Co-Operation Development, Maslach Burnout Inventory, Brief Resilient Coping Scale were applied. The participating sample consisted 470 teachers. main findings 6% had burnout (high emotional exhaustion, high cynicism, low professional effectiveness simultaneously). Resilience correlated inversely excessive teaching, difficulty maintaining discipline. conclusion, knowing needs allows us reflect what kind prevention intervention programs necessary improve well-being thus quality education.

Language: Английский

Citations

8
Principal autonomy-support buffers the effect of stress on teachers’ positive well-being: a cross-sectional study during the pandemic DOI
Norman B. Mendoza, John Ian Wilzon T. Dizon

Social Psychology of Education, Journal Year: 2023, Volume and Issue: 27(1), P. 23 - 45

Published: Aug. 26, 2023

Language: Английский

Citations

8
A systematic narrative review of teachers’ occupational stressors and coping strategies: A bioecological systems perspective DOI
Farshad Ghasemi

Research Papers in Education, Journal Year: 2024, Volume and Issue: unknown, P. 1 - 30

Published: July 22, 2024

Language: Английский

Citations

2
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

Citations

2