Exploring Stress Factors and Coping Strategies in Italian Teachers after COVID-19: Evidence from Qualitative Data

Education Sciences, Journal Year: 2024, Volume and Issue: 14(2), P. 152 - 152

Published: Jan. 31, 2024

Teaching is a mentally and physically demanding profession that can be source of stress burnout. The COVID-19 pandemic put further pressure on teachers who had to face sudden challenges, such as online teaching difficulties in holding students’ attention virtual environments. Research has demonstrated the negative effects factors teachers’ wellbeing modulated by coping strategies. This work explores main sources jeopardized Italian after strategies they adopted. Eighty-six teachers, belonging five school institutes located Northern Italy, took part three semi-structured group interviews, where their perceptions about at occupational experiences were explored. Furthermore, completed survey with questions recent stressful life events adopted last month. A thematic analysis revealed stressors related four themes: adverse conditions, lack support (from both administrators families), precariousness, system. total 22% experienced month (e.g., health problems loss), 30% reported strategies, especially emotion-focused ones. findings may drive educational policies enhance protective for professional reinforcing individual resources which help them deal challenging situations.

Language: Английский

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Key school leadership practices to enhance teacher wellbeing: a meta-synthesis of qualitative evidence

Research Papers in Education, Journal Year: 2025, Volume and Issue: unknown, P. 1 - 33

Published: March 16, 2025

Language: Английский

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Teacher Education during the COVID-19 Pandemic: Tensions and Challenges of Initial Teacher Training Practices

Education Sciences, Journal Year: 2024, Volume and Issue: 14(7), P. 794 - 794

Published: July 22, 2024

The objective of the study is to characterize ways understanding and functioning formative triads pedagogical practices, based on decisions, tensions, challenges faced by initial teacher training programs in times pandemic. research used a qualitative-phenomenological perspective, inquiring into natural situations experienced careers 23 Chilean universities with recognized trajectories training. interviews were conducted when country was health emergency, that is, schools carrying out remote teaching. results show pandemic transformed collaborative links between universities, some broken, others strengthened, showing more declarative than real. In addition, trainers (university tutor school guide teacher) two disconnected scenarios (school university) did not provide them clear guidelines concrete support for development their roles. This has relevance because it stresses design action plans give continuity practices emergency orients evaluation practice models decide if they have conditions implement model triad.

Language: Английский

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Systematic review of teacher well-being research during the COVID-19 pandemic

Frontiers in Psychology, Journal Year: 2024, Volume and Issue: 15

Published: Sept. 6, 2024

The COVID-19 period posed great challenges to global education systems, especially teachers even after lock-down. Teachers' wellbeing has been a concern because they have balance health with work. Since the role of is pivotal in education, there increased research on their status.

Language: Английский

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Teachers’ Work-Life Balance and Well-Being Across Opol East District, Division of Misamis Oriental

European Modern Studies Journal, Journal Year: 2024, Volume and Issue: 8(4), P. 134 - 166

Published: Aug. 23, 2024

The study investigates the relationship between work-life balance and well-being among teachers in Opol East District, Misamis Oriental for 2023-2024 school year, focusing on workplace support, work-family conflicts, satisfaction. It involved 159 selected through random sampling used a descriptive-correlational design with an adapted questionnaire. findings indicate generally positive balance, satisfaction being closely linked to overall well-being. Emotional was particularly strong, while conflict mainly impacted mental well-being, family-work significantly associated social emphasizes crucial role of support fostering teachers' suggests that targeted interventions are needed manage specific conflicts. concludes enhancing supportive policies better working atmosphere can improve satisfaction, educational outcomes. Schools institutions encouraged focus creating environments teacher contributing stronger community.

Language: Английский

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