Beyond (COVID-19) lockdown: faculty experiences in the post-pandemic academic landscape
Frontiers in Education,
Journal Year:
2024,
Volume and Issue:
9
Published: March 20, 2024
Background
This
study
investigates
the
nuanced
experiences
of
faculty
members
in
higher
education
institutions
during
and
after
COVID-19
pandemic.
Focusing
on
family–work
conflict,
job
satisfaction,
personal
wellbeing,
research
aims
to
provide
comprehensive
insights
into
challenges
adaptations
encountered
by
amidst
unprecedented
disruptions.
Method
A
mixed-method
approach
was
employed,
encompassing
both
quantitative
qualitative
measures.
The
facet
involved
82
participants
who
responded
surveys
distributed
across
diverse
regions
India.
Concurrently,
data
were
collected
through
interviews
with
30
three
states.
utilized
standardized
tools,
while
inquiry
followed
a
semi-structured
interview
schedule.
Result
Quantitative
findings
revealed
significant
upswing
satisfaction
institutional
reopening
compared
lockdown
period.
However,
no
differences
observed
concerning
work–family
conflict
wellbeing.
Notably,
reported
heightened
interference
national
statistics.
Qualitative
responses
highlight
notable
shift
teaching
methodologies,
incorporating
multimedia
online
tools.
Faculty
exhibited
mixed
sentiments
about
returning
office,
expressed
deepened
appreciation
for
social
relationships
post-reopening,
emphasized
positive
impact
hygiene
protocols.
Conclusion
offers
crucial
multifaceted
subsequent
reopening.
contributes
valuable
perspectives
evolving
discourse
post-pandemic
academia,
providing
foundation
further
exploration
understanding
opportunities
faced
changing
scenario
education.
Language: Английский
Social–Emotional Management to Promote Quality in Education: A Training Program for Teachers
Education Sciences,
Journal Year:
2024,
Volume and Issue:
14(3), P. 228 - 228
Published: Feb. 22, 2024
Social–emotional
management
in
educational
centers
is
a
key
element
nowadays
to
achieve
quality
education,
having
become
even
more
important
after
the
pandemic
period
caused
by
COVID-19
virus.
Training
programs
socioemotional
skills,
such
as
EmocionaTFamilia
program,
are
necessary
enhance
teachers’
soft
skills.
This
research
aims
understand
how
program
promotes
skills
deal
with
teaching
and
practice,
well
fear
generated
pandemic.
For
this
purpose,
quantitative
qualitative
evaluative
on
has
been
carried
out
using
TMMS
online
questionnaires,
which
emotional
attention,
clarity,
repair,
fear,
have
analyzed.
A
total
of
21
participants,
including
school’s
team
elementary
secondary
teachers,
participated
an
institution
located
Madrid,
Colombia.
The
age
sample
ranged
from
22
54
years
old,
1
20
experience.
was
implemented
six
sessions
over
three
months,
sequenced
at
levels:
development
awareness
basic
training
education;
competences;
coping
fear.
results
show
that,
once
implemented,
there
improvement
means
all
dimensions
study
population.
These
allow
for
becoming
aware
emotions
learning
place
them
right
place,
acquiring
accompany
students
their
strengths
weaknesses.
Encouraging
listening
peers
transform
fears
into
gratitude
promoted.
Thus,
findings
reveal
scenario
that
underscores
need
adequate
continuous
enable
classroom.
Language: Английский
Rising Strong: The Interplay between Resilience, Social Support, and Post-Traumatic Growth among Teachers after the COVID-19 Pandemic
COVID,
Journal Year:
2023,
Volume and Issue:
3(9), P. 1220 - 1232
Published: Aug. 23, 2023
Background:
When
schools
reopened
for
face-to-face
classroom
instruction
following
the
COVID-19
pandemic,
teachers
faced
many
professional
challenges.
Most
studies
examining
teachers’
psychosocial
condition
after
school
reopening
predominantly
focused
on
negative
aspects
of
their
emotional
well-being,
leaving
a
gap
in
understanding
potential
positive
effects.
This
study
is
grounded
theory
post-traumatic
growth,
which
suggests
that
growth
and
development
can
occur
alongside
difficulties.
Objectives:
The
purpose
this
was
to
shed
light
lesser
explored
associations
between
resilience,
social
support,
among
pandemic.
It
also
examined
differences
special
education
those
general
education.
Methods:
participants
cross-sectional
were
recruited
by
convenience
sampling.
A
self-report
online
survey
used
collect
data
from
208
Israeli
during
November
2022.
Results:
(79.4%)
reported
experiences
findings
revealed
exhibited
association
with
support
(r
=
0.23,
p
<
0.001)
resilience
0.18,
0.001).
multiple
regression
model
significant,
explaining
14.5%
variance
[F(4.202)
8.58,
0.001].
Finally,
higher
levels
than
(t
−2.36,
0.05).
Conclusions:
Social
must
be
provided
traumas
caused
crises
pandemics
similar
COVID-19.
Intervention
programs
ongoing
training
should
offer
effective
tools
help
balance
personal
lives.
Promoting
changes
teacher
well-being
priority
system.
Language: Английский
Well-being among Arab teachers in Israel during the COVID-19 pandemic: a mixed-methods study
Multicultural Education Review,
Journal Year:
2024,
Volume and Issue:
16(1), P. 71 - 88
Published: Jan. 2, 2024
Studies
on
minority-majority
relations
traditionally
focus
the
hegemonic
group's
influence
everyday
experiences.
In
this
investigation,
we
focused
how
Arab
teachers
in
Israel
were
affected
by
COVID-19
pandemic
examining
their
well-being
during
that
period.
The
study
used
a
mixed-methods
design
comprising
cross-sectional
survey
(N
=
299)
and
in-depth
interviews
24)
among
third
lockdown
Israel.
quantitative
results
indicated
giving
more
support
at
work
boosted
emotional
well-being.
regression
model,
following
significant
factors
explained
20%
of
variance
perceived
well-being:
female
gender,
teaching
seniority,
digital
literacy,
job
support,
resilience.
qualitative
findings
showed
importance
extended
family,
particularly
pandemic.
addition,
all
participants
reported
religious
faith
helped
them
cope
crisis.
research
point
to
unique
need
for
resources
promote
working
under
stress.
Language: Английский
Psychological Well-Being of Teachers Post Covid-19: Moving Towards A Sustainable Future
Psychology & Psychological Research International Journal,
Journal Year:
2023,
Volume and Issue:
8(2), P. 1 - 5
Published: Jan. 1, 2023
Higher
education
is
a
fundamental
pillar
for
sustainable
development,
with
teachers
and
educators
playing
major
role
in
its
success.
With
the
many
threats
challenges
faced
by
during
post
pandemic
teaching,
their
mental
health
well-being
remains
at
risk.
While
more
attention
has
been
placed
on
students
over
past
three
years,
less
research
done
impact
of
COVID-19
possible
strategies
measures
that
need
to
be
taken
prevent
depression,
anxiety
or
problems
among
teachers.
This
review
takes
look
recent
studies
highlight
necessary
positive
psychological
poor
these
challenging
times
help
successfully
overcome
obstacles
improve
well-being.
Language: Английский
A Comprehensive Systematic Review on the Multifaceted Factors Influencing Teacher Flourishing
Florence Yulisinta,
No information about this author
Bernadette Setiadi,
No information about this author
Eunike Sri Tyas Suci
No information about this author
et al.
European Journal of Educational Research,
Journal Year:
2024,
Volume and Issue:
volume-13-2024(volume-13-issue-3-july-2024), P. 1335 - 1351
Published: April 26, 2024
<p>Teacher
flourishing
encompasses
a
broad
range
of
well-being,
encompassing
hedonic
(pleasure-based)
and
eudaimonic
(meaning-based)
satisfactions.
In
the
context
literature
review,
concise
overview
is
provided,
consisting
definitions,
predictors,
mediators,
outcomes.
Conforming
to
PRISMA
protocol,
present
review
progresses
through
four
stages:
identification,
screening,
eligibility
assessment,
including
relevant
studies.
Furthermore,
search
strategy
focused
on
flourishing,
measuring
tools,
leveraging
databases
such
as
EBSCO
Host,
Proquest,
Science
Direct,
DOAJ.
line
with
statement,
systematic
methodology
guides
final
analysis,
incorporating
twenty-seven
studies
published
between
2017
2023.
Despite
being
studied
in
numerous
theoretical
frameworks,
teacher
needs
more
widely
accepted
definition
operational
framework
studying
concept.
The
results
show
that
multiple
factors
impact
individual,
relational,
organizational
elements.
Additionally,
evaluation
considers
direct
indirect
new
model
related
global
emotional,
psychological,
social,
spiritual
aspects,
stating
connections
these
implications
can
be
effectively
applied
within
educational
settings
by
teachers,
policymakers,
scholars
specializing
education.</p>
<p>
</p>
Language: Английский