Mental health in Europe during the COVID-19 pandemic: a systematic review

The Lancet Psychiatry, Journal Year: 2023, Volume and Issue: 10(7), P. 537 - 556

Published: June 12, 2023

Language: Английский

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A Systematic Review of the Factors That Influence Teachers’ Occupational Wellbeing

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

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Depression, Anxiety, and Stress among Teachers during the Second COVID-19 Wave

International Journal of Environmental Research and Public Health, Journal Year: 2022, Volume and Issue: 19(10), P. 5968 - 5968

Published: May 14, 2022

There is a strong background indicating that the teaching profession one of most stressful and their mental health has deteriorated even further during pandemic. However, there little about impact COVID-19 infection peaks teachers' health. To this end, 313 teachers were recruited. Via online questionnaires, an evaluation was performed on depression, anxiety, stress symptoms DASS-21 scale. Teachers' sociodemographic socio-personal data also analyzed. A binary logistic regression used to analyze variables which could be associated with each symptoms. High rates observed among (67%, 73%, 86%, respectively). Among who affected by work-family balance (89%), increased risk anxiety (OR: 3.2) 3.5). Depression symptom higher women 2.2), under 35 years old had presenting all three (depression OR: 2.2; 4.0; OR 3.0). In contrast, in private educational establishments protective factor for 0.3). The results suggest second wave profoundly Urgent interventions are thus needed aid

Language: Английский

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

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

Published: June 22, 2022

Language: Английский

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Interdisciplinary Exploration of the Impact of Job Stress on Teachers' Lives

Interdisciplinary Rehabilitation / Rehabilitacion Interdisciplinaria, Journal Year: 2023, Volume and Issue: 3, P. 57 - 57

Published: Aug. 29, 2023

Work stress is an increasingly frequent and growing phenomenon in today's society, where speed impatience to constantly face new challenges professional, family, social life prevail. In the world of work, responsibilities, constant transformations, making difficult decisions demands technological development can be sources for education professionals, which why learning identify work stressors, identifying signs stress, managing prevent them developing right strategies their management becoming important priority both teachers educational institutions due costs they entail. This article contextualizes Cuban scenario our identifies main causes at conflicts, physical emotional symptoms it brings with highlights importance self-care maintain quality workers make institution a healthy space. The research based on dialectical-materialistic approach, theoretical, empirical, mathematical statistical methods were used different stages study, bibliographic file technique was critical study documents.

Language: Английский

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

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

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The legacy of Covid-19 in education

Economic Policy, Journal Year: 2023, Volume and Issue: 38(115), P. 609 - 668

Published: March 6, 2023

Journal Article Corrected proof The legacy of Covid-19 in education Get access Katharina Werner, Werner ifo Institute, University Munich and CESifo, Germany; Munich, Germany, Hoover Institution, Stanford University, USA IZA CAGE, UK Search for other works by this author on: Oxford Academic Google Scholar Ludger Woessmann [email protected] Economic Policy, eiad016, https://doi.org/10.1093/epolic/eiad016 Published: 07 September 2023 history typeset: 10

Language: Английский

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Online education and its effect on teachers during COVID-19—A case study from India

PLoS ONE, Journal Year: 2023, Volume and Issue: 18(3), P. e0282287 - e0282287

Published: March 2, 2023

COVID pandemic resulted in an initially temporary and then long term closure of educational institutions, creating a need for adapting to online remote learning. The transition education platforms presented unprecedented challenges the teachers. aim this research was investigate effects on teachers' wellbeing India.The conducted 1812 teachers working schools, colleges, coaching institutions from six different Indian states. Quantitative qualitative data collected via survey telephone interviews.The results show that exacerbated existing widespread inequality access internet connectivity, smart devices, teacher training required effective mode education. Teachers nonetheless adapted quickly teaching with help institutional as well self-learning tools. However, respondents expressed dissatisfaction effectiveness assessment methods, exhibited strong desire return traditional modes 82% reported physical issues like neck pain, back headache, eyestrain. Additionally, 92% faced mental stress, anxiety, loneliness due teaching.As learning perforce taps infrastructure, not only has it widened gap between rich poor, also compromised quality being imparted general. increased health hours uncertainty associated lockdowns. There is develop sound strategy address gaps digital improve both

Language: Английский

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The Impact of the COVID-19 Pandemic on the Mental Health of Teachers and Its Possible Risk Factors: A Systematic Review

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

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A Multi-Layered Socio-Ecological Framework for Investigating Teacher Well-Being: Key Predictors and Protective Factors

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

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