“At Some Point We're Going to Reach Our Limit”: Understanding COVID‐19's impact on teacher burnout and subjective mental health

Psychology in the Schools, Journal Year: 2023, Volume and Issue: 61(3), P. 793 - 812

Published: Sept. 14, 2023

Abstract Teachers have faced a variety of challenges since the onset COVID‐19 in spring 2020, including increased workloads, range modalities, and protocols. The associated with teaching during pandemic led to burnout stress, as well diminished well‐being mental health teachers. This study seeks explore teacher subjective from start end 2020–21 school year. To better understand teachers' experiences this time, we conducted nationwide survey ( n = 302) teachers between May June 2021, four focus groups one‐on‐one interviews fall 2021. Results suggest that health, morale, work‐life balance significantly declined beginning pandemic. reported feeling anxious burned out due greater workloads decreased support administrators parents. We conclude by discussing implications offer suggestions for supporting teachers, practitioners, their well‐being.

Language: Английский

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Leading Schools During a Global Crisis: Kazakhstani School Leaders’ Perspectives and Practices

SAGE Open, Journal Year: 2024, Volume and Issue: 14(2)

Published: April 1, 2024

This paper comprehensively examines how school leaders in Kazakhstan managed schools during the COVID-19 closures. An online survey was conducted with 1,298 leaders, representing 17.5% of all Kazakhstani schools. Anchored concept crisis leadership, instrument measured leaders’ views regarding teachers’ digital competence, their support toward teachers pedagogy, as well practices communicating parents and teacher autonomy monitoring. The results bivariate tests indicate that a significant proportion offered professional development opportunities to improve instruction, location size influencing level training pedagogy received by teachers. Notably, confidence ability teach effectively increased significantly after receiving pedagogy. School also maintained regular communication parents, but this workload, particularly for women urban leaders. Most allowed choose platforms revise curriculum content, while monitoring attendance observing lessons. These varied based on school’s medium instruction. study contributes leadership examining closures addressing challenges, autonomy, insights variations type, location, gender. study’s findings have implications post-pandemic emphasizing equity teachers, effective stakeholders, striking right balance between

Language: Английский

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Well-Being and Mental Health in Teachers: The Life Impact of COVID-19

International Journal of Environmental Research and Public Health, Journal Year: 2022, Volume and Issue: 19(22), P. 15371 - 15371

Published: Nov. 21, 2022

The impact of the pandemic on teachers’ mental health has also been an important issue. aim study was to analyze vital COVID-19, spirituality, and use social-emotional strategies teacher well-being, mediated by health. sample non-random, inviting all teachers in a city North Chile participate study. consisted 624 teachers. A total 74.4% were women 25.6% men. mean age 44.1 standard deviation 11.9. 56.4% belonged public schools 43.6% subsidized schools. Structural equations used data, finding mediating effect between death close person, affected areas family history with life satisfaction. Spirituality socio-emotional self-applied had no direct relationship their health, so relation satisfaction discarded. Teachers who strategies, as well those reported higher levels obtained greater life, both general specifically. Women depression, anxiety stress symptomatology, but implications are discussed.

Language: Английский

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New teachers' risk for stress: associations with mentoring supports

International Journal of Mentoring and Coaching in Education, Journal Year: 2023, Volume and Issue: 12(1), P. 95 - 110

Published: Jan. 10, 2023

Purpose Although mentoring is increasingly hailed as one of the most critical components US teacher induction programs, corresponding research base has failed to provide conclusive support for effectiveness mentoring. Design/methodology/approach Cross-sectional data from 2015 2016 National Teacher and Principal Survey (NTPS) was used empirically evaluate relationship between school-based programs first-year teachers' occupational stress risk. NTPS items assessing workplace demands, resources experiences were examine associations risk supports received. Multiple regression analysis chi-square tests independence conducted answer study's three questions. Findings Mentor status study covariates statistically significantly predicted risk, with mentor assignment being associated decreased also revealed teachers who not assigned a more likely experience greater when mentors, reported different than did less Originality/value The current addresses common limitations found in on stress, including use local, small samples absence comparison group control variables. have been firmly established provides needed evidence that mentored are report lower their unmentored colleagues.

Language: Английский

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Principal autonomy-support buffers the effect of stress on teachers’ positive well-being: a cross-sectional study during the pandemic

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

Published: Aug. 26, 2023

Language: Английский

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Mindfulness and Anxiety Among Foreign Language Teachers: The Role of Cognitive Reappraisal and Self-Efficacy

Mindfulness, Journal Year: 2023, Volume and Issue: 14(12), P. 3020 - 3032

Published: Nov. 20, 2023

Language: Английский

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The long-term effects of perceived instructional leadership on teachers’ psychological well-being during COVID-19

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

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Emotional labor mediates how personal knowledge and school leadership influence mental health in pandemic online teaching: Integrating multidisciplinary theories into Grandey's model

Teaching and Teacher Education, Journal Year: 2024, Volume and Issue: 152, P. 104762 - 104762

Published: Sept. 5, 2024

Language: Английский

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Beginning Teacher Mentoring: Associations between Mentoring Experiences and Stress Among First Year Teachers

The Teacher Educator, Journal Year: 2023, Volume and Issue: 58(4), P. 440 - 458

Published: Feb. 17, 2023

Supporting and retaining U.S. K-12 beginning teachers remains a problem has been linked to early career stress. Although teacher induction programs for have flourished in recent decades, stress persists can undermine their occupational health. Teacher mentoring identified as an important way support teachers. To add the literature this area, present study examines associations between experiences first-year Using 1,980 responses 2007-08 Beginning Longitudinal Survey, scale scores were created appraisals of demands resources frequency helpfulness. Teachers who classroom exceeding (32.8%) reported significantly fewer (d = .20) less helpful .19) than rating equal. with higher (21.9%) greater more 0.32).

Language: Английский

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Teachers’ emotional exhaustion before and during the COVID-19 pandemic: Neither emotional exertion nor vacation feeling

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

Published: Aug. 8, 2022

In this paper, we use latent change models to examine the changes in in-service teachers' emotional exhaustion before and during COVID-19 pandemic. As a result of pandemic, teachers are confronted with challenging tasks, which can lead stress burnout. Resultingly, experiences have been examined different studies. However, often those remains unclear. Against background, investigate longitudinally how cohort German changes. addition, whether gender, age, teaching degree studied, or amount time spent distance learning affected pandemic.We surveyed veteran (N = 382) about their at three measurement points. The first two surveys were pandemic (t1: winter 2016/2017; t2: spring: 2019), third point was after lockdown Germany summer 2020 (t3). To answer research questions, used neighbor-change models.Emotional increased between points (t1, t2) but decreased following period (t2, t3). periods did not differ significantly from each other. Neither nor profession studied influenced exhaustion. hours also significant predictor.In summary, does appear be associated higher across teachers. there some whose rises high levels. Those deserve special attention.

Language: Английский

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