Emotionally intelligent school leadership predicts educator well-being before and during a crisis DOI Creative Commons
James L. Floman, Annette R. Ponnock,

J. P. Jain

et al.

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.

Language: Английский

A Systematic Review of the Factors That Influence Teachers’ Occupational Wellbeing DOI Open Access
Joy C. Nwoko, Theophilus I. Emeto, A.E.O. Malau‐Aduli

et al.

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.

Language: Английский

Citations

50
Teacher burnout and physical health: A systematic review DOI Creative Commons
Daniel J. Madigan, Lisa E. Kim, Hanna L. Glandorf

et al.

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

Language: Английский

Citations

47
Under pressure? Exploring the moderating and mediating role of principal–teacher relationships in primary and secondary school teachers’ burnout symptoms DOI Creative Commons
Mathias Dehne, Debora L. Roorda, Helma M. Y. Koomen

et al.

Social Psychology of Education, Journal Year: 2025, Volume and Issue: 28(1)

Published: Feb. 11, 2025

Language: Английский

Citations

2
Changes in Teacher Burnout and Self-Efficacy During the COVID-19 Pandemic: Interrelations and e-Learning Variables Related to Change DOI Creative Commons
Marie Weißenfels, Eric Klopp, Franziska Perels

et al.

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.

Language: Английский

Citations

67
Teachers’ emotional exhaustion during the COVID-19 pandemic: Levels, changes, and relations to pandemic-specific demands DOI Creative Commons
Uta Klusmann, Karen Aldrup, Janina Roloff-Bruchmann

et al.

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.

Language: Английский

Citations

65
Teachers’ occupational well-being during the COVID-19 pandemic: The role of resources and demands DOI Open Access

Justine Stang‐Rabrig,

Thomas Brüggemann, Ramona Lorenz

et al.

Teaching and Teacher Education, Journal Year: 2022, Volume and Issue: 117, P. 103803 - 103803

Published: June 22, 2022

Language: Английский

Citations

51
Why teachers are leaving and what we can do about it DOI
David T. Marshall, Tim Pressley, Natalie M. Neugebauer

et al.

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.

Language: Английский

Citations

46
Effects of Autonomy Support and Emotion Regulation on Teacher Burnout in the Era of the COVID-19 Pandemic DOI Creative Commons

Mei‐Lin Chang,

Rachel Gaines, Kristen C. Mosley

et al.

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.

Language: Английский

Citations

39
What was a gap is now a chasm: Remote schooling, the digital divide, and educational inequities resulting from the COVID-19 pandemic DOI Open Access
Alexandrea R. Golden, Emily Srisarajivakul, Amanda J. Hasselle

et al.

Current Opinion in Psychology, Journal Year: 2023, Volume and Issue: 52, P. 101632 - 101632

Published: June 12, 2023

Language: Английский

Citations

38
Revamping Teacher Training for Challenging Times: Teachers’ Well-Being, Resilience, Emotional Intelligence, and Innovative Methodologies as Key Teaching Competencies DOI Creative Commons
Teresa Pozo-Rico,

Rosa Poveda,

Raúl Gutiérrez Fresneda

et al.

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.

Language: Английский

Citations

34