Frontiers in Psychology,
Journal Year:
2024,
Volume and Issue:
14
Published: Feb. 15, 2024
We
examined
the
role
of
educator
perceptions
school
leader
emotion
regulation
(ER)
and
emotional
support
(ES)
in
well-being
during
a
typical
year
COVID-19
pandemic.
Based
on
contagion
theory,
leaders’
(in)ability
to
regulate
their
own
emotions
may
trigger
ripple
effects
positive
or
negative
throughout
organizations,
impacting
staff
well-being.
Additionally,
based
conservation
resources
when
experiencing
psychologically
taxing
events,
skillful
provided
by
leaders
help
replenish
staff’s
depleted
psychological
resources,
promoting
In
two
national
studies,
cross-sectional
(
N
Study
1
=
4,847)
two-wave
study
2
2,749),
we
tested
association
between
United
States
preK-12
ER
ES
with
before
pandemic,
employing
structural
equation
modeling
multilevel
modeling.
Studies
2,
reports
skills
predicted
greater
well-being,
including
higher
affect
job
satisfaction
lower
exhaustion
turnover
intentions.
moderation
analyses,
perceived
about
equally
among
educators
facing
severe
versus
mild
health
impacts
from
COVID-19.
contrast,
was
more
strongly
associated
for
some
outcomes
those
severely
mildly
impacted
illness
death.
Leader
played
everyone,
whereas
predictive
crisis.
Regarding
implications
policy
practice,
efforts
promote
be
enhanced
combined
develop
skills,
especially
times
Accordingly,
districts
should
consider
value
investing
systematic,
evidence-based
training
leaders.
International Journal of Environmental Research and Public Health,
Journal Year:
2023,
Volume and Issue:
20(12), P. 6070 - 6070
Published: June 6, 2023
Teachers
belong
to
a
high-demand
occupational
group
and
experience
work-related
challenges
discretely
diverse
emotional
turmoils
of
varying
intensity
while
teaching
interacting
with
students.
These
experiences
often
result
in
high
stress
levels
that
contribute
burnout
and,
consequently,
breach
teachers'
wellbeing.
Promoting
positive
teacher
wellbeing
substantially
influences
quality,
flow-on
effect
on
student
academic
development.
This
literature
review
utilised
framework
systematically
explore
the
factors
impact
kindergarten,
primary,
secondary
schoolteachers.
Thirty-eight
(38)
studies
from
an
initial
3766
peer-reviewed
articles
sourced
various
databases
(CINAHL,
Emcare,
PychINFO,
Scopus,
ERIC,
PsycARTICLES)
were
utilized
for
this
systematic
review.
Four
major
identified,
including
personal
capabilities,
socioemotional
competence,
responses
work
conditions,
professional
relationships.
Findings
highlight
importance
dealing
numerous
competing
demands,
need
level
self-efficacy
instruction
behavioural
management
being
critically
significant.
require
adequate
organisational
support
successfully
carry
out
their
roles
stronger
resilience
efficient
job
execution.
also
have
social-emotional
competence
be
able
create
high-quality
classroom
environment
conducive
atmosphere
supports
healthy
teacher-student
relationships,
reduces
increases
teachers.
Collaborating
other
relevant
stakeholders
such
as
parents,
colleagues,
school's
leadership
team
is
critical
creating
environment.
A
good
workplace
has
potential
provide
supportive
platform
learning
engagement.
clearly
points
beneficial
effects
prioritising
its
intentional
inclusion
development
plan
practising
Finally,
primary
school
teachers
share
many
similarities
terms
they
face,
there
are
some
differences
how
these
wellbeing,
warrant
further
investigation.
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
Frontiers in Education,
Journal Year:
2022,
Volume and Issue:
6
Published: Jan. 5, 2022
Although
the
reciprocal
relationship
of
teacher
burnout
and
self-efficacy
(TSE)
is
well
documented,
literature
still
lacks
studies
investigating
their
(latent)
changes
interrelations
change
over
time.
By
applying
a
latent
regression
model
in
our
study,
we
aimed
to
contribute
this
research
gap
by
examining
relations
TSE
during
COVID-19
pandemic—a
very
challenging
time
for
teachers.
As
implementation
digital
learning
material
played
major
role
pandemic,
were
also
interested
if
attitudes
toward
e-Learning
related
TSE.
Our
sample
consisted
92
German
in-service
teachers
who
completed
questionnaire
twice
2019–2020
school
year.
main
findings
are
that
components
depersonalization
lack
accomplishment
significantly
increased
from
pre-
post-COVID-19
outbreak,
whereas
emotional
exhaustion
did
not.
Changes
negatively
correlated
TSE,
but
found
little
evidence
with
variables
concerning
e-Learning.
indicate
challenge
was
not
work
overload
rather
resources.
Implications
practice
discussed.
Teaching and Teacher Education,
Journal Year:
2022,
Volume and Issue:
121, P. 103908 - 103908
Published: Oct. 11, 2022
We
aimed
to
identify
the
levels
of
and
changes
in
emotional
exhaustion
experienced
by
teachers
principals
during
COVID-19
pandemic
pandemic-related
stressors
resources.
In
a
German
sample
2157
374
principals,
we
found
high
an
increase
exhaustion.
Results
from
multi-group
structural
equation
modeling
analyses
indicated
that
health
concerns
workload
were
positively
social
support
negatively
related
Additional
open
response
question
confirmed
their
work
as
predominantly
stressful.
These
results
indicate
importance
supporting
both
reducing
help
students
overcome
consequences
pandemic.
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.
Frontiers in Psychology,
Journal Year:
2022,
Volume and Issue:
13
Published: April 25, 2022
The
COVID-19
pandemic
has
exacerbated
levels
of
stress
and
anxiety
for
P-12
teachers
around
the
globe.
present
study
aims
to
understand
teachers'
emotional
experiences
feelings
burnout
during
pandemic,
how
individual
(i.e.,
emotion
regulation
strategies)
or
contextual
factors
(e.g.,
school
administrative
support)
intersect
with
different
facets
their
experiences.
Using
a
sequential
explanatory
mixed
methods
design,
we
collected
examined
survey
interview
data
from
in
southeastern
United
States.
structural
equation
model
confirmed
relationships
among
following
latent
variables:
negative
emotion,
regulation,
autonomy
support,
burnout,
teacher
enthusiasm.
Qualitative
findings
provide
further
insight
contextualized
nature
these
they
play
out
across
various
schools
districts.
Psychology Research and Behavior Management,
Journal Year:
2023,
Volume and Issue:
Volume 16, P. 1 - 18
Published: Jan. 1, 2023
This
study
aimed
to
design,
implement,
and
evaluate
a
teacher
training
program
improve
the
quality
innovation
of
teaching
practice.
The
was
designed
protect
teachers'
mental
health
well-being,
increase
their
resilience
emotional
competence
while
introducing
innovative
educational
methodologies.An
experimental
design
using
control
group
pre-/post-test
empirical
data
adopted
determine
effects
14-week
program.
sample
comprised
141
teachers
with
mean
experience
13.1
years
(SD
=
6.84,
54.6%
women).The
had
positive
impact
on
resilience,
competence,
self-efficacy,
linked
effective
methodologies
included
in
training.More
research
is
needed
expand
findings
optimize
implementation.
provided
this
evidence
commitment
overcoming
current
framework
challenges.
contributes
empowerment
provides
knowledge,
strategies,
resources
for
greater
classroom
-
key
creating
synergies
emergence
stronger
face
adversity.
We
discuss
future
directions
better
understanding
21st
century.