COVID-19 Pandemic and Teachers’ Classroom Safety Perception, Anxiety and Coping Strategies during Instructional Delivery DOI Open Access
Frank Quansah, James Boadu Frimpong, Francis Sambah

et al.

Healthcare, Journal Year: 2022, Volume and Issue: 10(5), P. 920 - 920

Published: May 17, 2022

Several professionals, including teachers, have been engrossed in fear of the worst happening due to COVID-19 and rapidly evolving nature virus affecting perception safety any working environment. This study examined teachers’ classroom safety, anxiety, coping strategies during instructional delivery senior high schools Ghana. Adopting cross-sectional survey design with a quantitative approach, convenient sample 174 school teachers Cape Coast Metropolis completed questionnaire. Data were analyzed using descriptive analysis, analysis variance, multiple linear regression. The findings showed that perceived their environment as unsafe amidst reported modest extreme levels anxiety. Further, level anxiety found utilize active manage stressful situations. pandemic times highlights critical role supportive environments for mental psychological wellness. School counseling psychologists, welfare officers, health coordinators should collaborate implement interventions (e.g., social emotional learning; resilience strategies) promote wellbeing safe

Language: Английский

Teacher Burnout in the Time of COVID-19: Antecedents and Psychological Consequences DOI Open Access
Anita Padmanabhanunni, Tyrone B. Pretorius

International Journal of Environmental Research and Public Health, Journal Year: 2023, Volume and Issue: 20(5), P. 4204 - 4204

Published: Feb. 27, 2023

The important, frontline role of teachers during the COVID-19 pandemic has often gone unrecognized, and attention to their mental health well-being is only focus scholarly research. unprecedented challenges that faced stresses strains associated with it have severely impacted psychological well-being. This study examined predictors consequences burnout. Participants (N = 355) were schoolteachers in South Africa who completed Perceived Vulnerability Disease Questionnaire, Fear Scale, Role Orientation Maslach Burnout Inventory, Centre for Epidemiological Depression Beck Hopelessness Satisfaction Life trait scale State-Trait Anxiety Inventory. results a multiple regression showed fear COVID-19, ambiguity, conflict significant emotional exhaustion depersonalization, while perceived infectability ambiguity significantly predicted personal accomplishment. Gender age also respectively, was predictor Generally, dimensions burnout indices well-being-namely, depression, hopelessness, anxiety, life satisfaction-with exception association between depersonalization satisfaction. Our suggest intervention efforts reduce need provide adequate job resources buffer against demands stressors work.

Language: Английский

Citations

26
Teachers’ Emotional Intelligence, Burnout, Work Engagement, and Self-Efficacy during COVID-19 Lockdown DOI Creative Commons
Alessandro Geraci, Laura Di Domenico, Cristiano Inguglia

et al.

Behavioral Sciences, Journal Year: 2023, Volume and Issue: 13(4), P. 296 - 296

Published: March 30, 2023

Teachers' psychological well-being is a crucial aspect that influences learning in classroom climate. The aim of the study was to investigate teachers' emotional intelligence, burnout, work engagement, and self-efficacy times remote teaching during COVID-19 lockdown. A sample 65 teachers (Mage = 50.49), from early childhood through lower secondary education, were recruited period school closure answer self-report questionnaires other measures assessing variables. Results showed pandemic, reported higher levels burnout self-esteem due multiple challenges related growing sense insecurity regarding health safety environment. However, negative effects on self-efficacy, varied according their own intelligence. These results demonstrate intelligence may support facing these challenges.

Language: Английский

Citations

25
Latent patterns and influencing factors of job burnout among primary and secondary school teachers in China DOI
Yi Sun, Bin Wang,

L. Ruan

et al.

Teaching and Teacher Education, Journal Year: 2025, Volume and Issue: 159, P. 104982 - 104982

Published: Feb. 28, 2025

Language: Английский

Citations

1
Understanding the New Stress Factors Affecting Teachers' Burnout: A Scoping Review DOI Open Access

Joby Thomas,

Marc Eric S. Reyes

Makara Human Behavior Studies in Asia, Journal Year: 2024, Volume and Issue: 28(1)

Published: July 1, 2024

The teaching profession is extremely vulnerable to burnout. sudden outbreak of the COVID-19 pandemic posed new threats and changed educational environment as well perceptions values teachers. traditional in-person learning approach was quickly replaced by distant online continue education. As schools re-opened, a platform, hybrid model, evolved fusing two models. high expectations on teachers swiftly adopt methods—often without required resources or training—exacerbated their exhaustion. We conducted scoping review determine stress factors causing teachers' burnout following Preferred Reporting Items for Systematic Reviews Meta-Analyses (PRISMA) 2020 statement. A total 27 studies were systematically reviewed, we identified numerous affecting These stressors increased already existing difficulties, magnifying detrimental impacts. categorized organizational, individual, transactional, emotional, cultural, digital. This suggests additional research understand prevalence teacher how these affect personal professional lives over time. Despite challenges, this study demonstrates need more in-depth future analysis develop interventions lessen support them in maintaining lives.

Language: Английский

Citations

8
COVID-19 and Remote Learning in the Philippine Basic Education System DOI
Jasten Keneth Treceñe

Advances in mobile and distance learning book series, Journal Year: 2022, Volume and Issue: unknown, P. 92 - 110

Published: June 24, 2022

The unprecedented consequences precipitated by the COVID-19 pandemic compelled academic institutions to shift remote education. Along with this sudden transition was outburst of challenges varying degrees and intensities. This chapter explored experiences teachers, students, parents from rural municipalities in Philippines who have been underrepresented pandemic-driven investigations. Following a Husserlian phenomenological research design, participants were interviewed, transcripts examined using thematic analysis. Accordingly, teachers experience various constraints execute their duties responsibilities. Students different drawbacks learning online mental health issues. Parents struggle perform role home as they are preoccupied making living. Although willingness continue education is not question despite present challenges, extracted evidence that necessitates further empirical era

Language: Английский

Citations

26
Teachers’ Emotional Exhaustion and Teaching Enthusiasm Before Versus During the COVID-19 Pandemic DOI Creative Commons
Thamar Voss, Uta Klusmann, Nikolaus Bönke

et al.

Zeitschrift für Psychologie, Journal Year: 2023, Volume and Issue: 231(2), P. 103 - 114

Published: May 1, 2023

Abstract: Because of the sudden removal teachers’ work routines, we investigated pandemic-related changes in mathematics emotional exhaustion and teaching enthusiasm. We drew on data from a 15-year longitudinal study, including four prepandemic (2007–2019) two pandemic (2021 2022) measurement points. During COVID-19 pandemic, N = 194 teachers participated 2021 214 2022. The results latent growth curve models indicated pronounced increase decrease enthusiasm during pandemic. also found that good technical equipment high openness represent resources associated with lower exhaustion, whereas difficulties students extraversion were risk factors. Like other occupations, these indicate negatively affected experiences highlight need to support avoid further negative consequences for students.

Language: Английский

Citations

16
Evaluating a cross-lagged panel model between problematic internet use and psychological distress and cross-level mediation of school administrator support on problematic internet use: The serial mediating role of psychological needs thwarting of online teaching and psychological distress DOI Creative Commons
I‐Hua Chen,

Hsin‐Pao Chen,

Jeffrey Hugh Gamble

et al.

Frontiers in Public Health, Journal Year: 2022, Volume and Issue: 10

Published: Nov. 2, 2022

Background To reduce the transmission of COVID-19, many teachers across globe, including in China, were required to teach online. This shift online teaching can easily result psychological need thwarting (PNT) teachers' basic needs (autonomy, competence, and relatedness), leaving them vulnerable negative outcomes. Resulting emotional state may lead problematic internet use (PIU), which further distress, forming a vicious cycle. Methods The present study was conducted using cross-lagged panel model (with longitudinal data) hierarchical linear modeling (HLM) cross-sectional data). aims investigate (i) reciprocal relationships between two specific forms PIU [problematic social media (PSMU) gaming (PG)] distress among schoolteachers, (ii) influence administrators' support on schoolteachers' through cross-level serial mediation (PNT first mediator second affected by PNT teaching). Primary secondary schoolteachers ( N = 980; mean age 34.76; 82.90% females) participated surveys (Time 1: mid-November 2021; Time 2: early-January 2022). Results indicated that high at 1 associated with increased levels PSMU PG 2. Inversely, 2, although did not have significant 2; during 1, administrative contributed alleviating teaching, thereby lowering their which, turn, resulted decrease PG. Conclusion had stronger than PSMU. relieve PG, alleviate distress. Based this finding, school managers must consider effective ways mandatory teaching.

Language: Английский

Citations

17
Work Psychology and Occupational Health: An Editorial DOI Open Access
Masahito Fushimi

International Journal of Environmental Research and Public Health, Journal Year: 2025, Volume and Issue: 22(1), P. 100 - 100

Published: Jan. 13, 2025

Globally, the COVID-19 pandemic has severely impacted workers’ health, particularly their mental well-being [...]

Language: Английский

Citations

0
Lessons for the COVID Era and Beyond: The Impact of Inactive Lifestyle and Mental Health Events on Burnout Syndrome in University Professors Working from Home During the Pandemic DOI Creative Commons
Angélica Castilho Alonso, Anna María Pessoa de Carvalho, Juliana Onofre de Lira

et al.

Heliyon, Journal Year: 2025, Volume and Issue: 11(3), P. e42256 - e42256

Published: Jan. 25, 2025

Language: Английский

Citations

0
Educators’ Perceptions of Their Own Mental Health and Young Children’s Skills in the Second Year of the COVID-19 Pandemic in Ontario, Canada DOI Creative Commons
Natalie Spadafora, Caroline Reid‐Westoby, Magdalena Janus

et al.

Journal of Education, Journal Year: 2025, Volume and Issue: unknown

Published: Feb. 11, 2025

The current study aimed to understand the perceptions of kindergarten and primary (Grades 1 2) educators in Ontario, Canada, regarding their students’ developmental academic skills own mental health during 2021 2022 school year. Participants comprised 402 Ontario who completed an online survey. Educators perceived students be struggling many areas. Results revealed that young areas development, including overall (both literacy mathematics). Compared educator counterparts, teachers were more likely report behind, both academically developmentally. A third reported moderate levels anxiety, while two-thirds depression. Anxiety was also found associated with educators’ perception physical socioemotional skills. Our findings suggest increased support is needed for children’s progress experienced disruptions learning, as well educators.

Language: Английский

Citations

0