Education Sciences,
Journal Year:
2024,
Volume and Issue:
14(10), P. 1093 - 1093
Published: Oct. 8, 2024
This
study
aims
to
explore
the
self-reported
affective
experiences
of
U.S.
school
personnel
during
2021.
year
found
balancing
remote
learning,
health
emergencies,
a
global
pandemic,
and
intense
political
upheaval.
We
contextualize
within
current
sociopolitical
context.
In
this
sample,
(n
=
8052)
represent
all
states
territories
alongside
representation
diverse
racial
ethnic
identities
1901).
Participants
were
surveyed
before
completing
free
virtual
course
on
emotion
management.
The
survey
included
open-ended
questions
scale
items.
reported
primary
feelings,
sources
stress
joy,
perceptions
personal
social
emotional
support
for
themselves
students.
Findings
are
presented
in
five
cohorts
across
year.
feelings
being
anxious,
stressed,
overwhelmed,
stressors
lack
support,
time,
resources,
as
well
COVID-19,
workload,
joy
students,
coworkers,
teaching.
Anxiety
gratitude
decreased
throughout
while
happiness
increased.
Responses
differed
time
between
groups,
with
Black
African
American
participants
reporting
highest
percentages
stressed
by
COVID-19
community
fluctuated
over
source
joy.
Implications
education
system
opportunities
management
discussed.
Journal of Education Humanities and Social Sciences,
Journal Year:
2024,
Volume and Issue:
26, P. 1024 - 1029
Published: March 2, 2024
Online
teaching
mode
has
been
prevalent
during
the
COVID-19
period,
which
brings
both
advantages
and
challenges
for
teachers.
The
associated
with
online
have
resulted
in
negative
emotional
experiences
teachers
led
to
adverse
consequences.
However,
there
is
limited
research
on
how
use
emotion
regulation
strategies
environments.
Drawing
Gross’s
model,
this
study
evaluates
applicability
of
two
major
(cognitive
reappraisal
expressive
suppression)
context
education.
findings
indicate
that
traditional
are
partially
effective
but
also
certain
limitations.
Consequently,
paper
proposes
mindfulness
as
an
emerging
strategy
holds
promise
addressing
It
emphasizes
significance
understanding
teacher
emotions
provides
suggestions
directions
future
research.
Psychological Reports,
Journal Year:
2024,
Volume and Issue:
unknown
Published: Aug. 19, 2024
Drawing
from
the
motivational
emotion
regulation
perspective
and
self-verification
theory,
this
study
demonstrates
mechanism
linking
creative
self-efficacy
emotional
exhaustion
in
which
cognitive
reappraisal
serves
as
a
mediator.
Study
1
(
Frontiers in Education,
Journal Year:
2024,
Volume and Issue:
9
Published: Sept. 24, 2024
Background
This
cross-sectional
study
explores
the
connections
between
burnout,
personal
resources,
and
teaching
motivation
among
Italian
special
needs
teachers
(SNTs)
one
year
following
start
of
COVID-19
pandemic.
It
specifically
seeks
to
determine
if
how
resources
can
help
SNTs
by
buffering
effects
burnout
symptoms.
Methods
The
was
conducted
using
a
sample
837
full-time,
in-service
kindergarten
primary
at
public
schools
in
Italy.
Data
were
collected
through
self-report
questionnaires,
including
Copenhagen
Burnout
Inventory,
Santa
Clara
Brief
Compassion
Scale,
Crèche
Educators
Emotional
Style
Questionnaire,
Autonomous
Motivations
for
Teaching
Scale.
A
multiple
regression
model
performed
assess
predictive
role
on
teachers.
Results
findings
indicate
that
higher
levels
autonomous
are
associated
with
reduced
education
Conversely,
negative
emotion
regulation
strategies
linked
increased
this
relationship
stronger
mainstream
than
We
found
no
significant
association
teachers’
compassion
burnout.
Conclusions
Our
research
supports
need
educational
policymakers
school
leaders
focus
work-related
well-being
enhance
support
teachers,
particular
during
emergencies
(e.g.,
pandemic)
specific
groups
such
as
SNTs.
Education Sciences,
Journal Year:
2024,
Volume and Issue:
14(10), P. 1093 - 1093
Published: Oct. 8, 2024
This
study
aims
to
explore
the
self-reported
affective
experiences
of
U.S.
school
personnel
during
2021.
year
found
balancing
remote
learning,
health
emergencies,
a
global
pandemic,
and
intense
political
upheaval.
We
contextualize
within
current
sociopolitical
context.
In
this
sample,
(n
=
8052)
represent
all
states
territories
alongside
representation
diverse
racial
ethnic
identities
1901).
Participants
were
surveyed
before
completing
free
virtual
course
on
emotion
management.
The
survey
included
open-ended
questions
scale
items.
reported
primary
feelings,
sources
stress
joy,
perceptions
personal
social
emotional
support
for
themselves
students.
Findings
are
presented
in
five
cohorts
across
year.
feelings
being
anxious,
stressed,
overwhelmed,
stressors
lack
support,
time,
resources,
as
well
COVID-19,
workload,
joy
students,
coworkers,
teaching.
Anxiety
gratitude
decreased
throughout
while
happiness
increased.
Responses
differed
time
between
groups,
with
Black
African
American
participants
reporting
highest
percentages
stressed
by
COVID-19
community
fluctuated
over
source
joy.
Implications
education
system
opportunities
management
discussed.
