Gulf Education and Social Policy Review (GESPR),
Год журнала:
2023,
Номер
unknown
Опубликована: Июль 28, 2023
Many
factors
contributed
to
resilience
and
burnout
among
teachers
during
the
COVID-19
pandemic,
as
educators
were
forced
respond
quickly
unexpected
unmanageable
job
demands
stressors.
This
research
investigates
perceived
by
expatriate
in
United
Arab
Emirates
(UAE)
that
influenced
one
year
from
start
of
pandemic.
The
study
observed
n
=
529
spread
across
three
distinct
waves
data
collection
schools
transitioned
online
in-person
education
delivery
UAE.
A
series
structural
equation
model
analyses
examined
relationships
between
latent
variables
supportive
challenge
with
outcomes
burnout.
Results
highlight
organizational
environments
directly
associated
higher
indirectly
lower
scores
all
samples.
Together,
results
suggest
characteristics
environment
should
be
viewed
key
influencing
development
teachers’
resilience.
Thus,
interventions
go
beyond
individualistic
approaches
include
factors.
Additionally,
policies
prioritize
creating
work
where
emotional
resources
are
available;
leadership
is
supportive,
fair,
accepting;
proud
employed.
Teachers and Teaching,
Год журнала:
2023,
Номер
30(6), С. 724 - 744
Опубликована: Ноя. 15, 2023
This
paper
describes
the
development
and
validation
of
multidimensional
Teacher
Well-being
Inventory
underlined
by
a
rational-empirical
approach
using
teacher
samples
from
China.
A
20-item
instrument
on
well-being
was
established
with
good
psychometric
characteristics.
The
results
yielded
five
dimensions,
which
comprises
physical,
emotional/psychological,
cognitive,
social,
spiritual
well-being.
concise
measurement
targets
assessing
most
salient
scenarios
teachers
at
work.
validated
can
serve
as
more
robust
gauge
for
promoting
literacy
functioning
individual
teachers,
students
schools
in
response
to
OECD
2030
agenda
building
wellness
society.
Canadian Journal of Educational Administration and Policy,
Год журнала:
2023,
Номер
203, С. 102 - 116
Опубликована: Дек. 21, 2023
The
COVID-19
pandemic
globally
impacted
teachers’
wellbeing
as
they
adjusted
their
practices
to
accommodate
physical
distancing,
online
learning,
and
hybrid
models.
Coinciding
these
changes,
music
teachers
were
by
local
health
regulations
school
divisional
policy
revisions
prohibiting
singing
playing
wind
instruments
indoors.
Consequently,
required
abruptly
change
practice,
displaced
alternative
locations
(e.g.,
gymnasiums),
and/or
use
travelling
carts
teach.
Research
into
the
impacts
that
changes
had
on
remains
limited
in
Canadian
contexts.
To
provide
insight
this
phenomenon,
research
question
was
formulated:
“What
are
perspectives
how
sense
of
wellbeing?”
facilitate
inquiry,
a
mixed-methods
approach
utilized
via
an
attitudinal
survey,
questionnaire,
focus
group
discussions.
In
total,
218
across
Manitoba,
Canada
participated
survey
completed
questionnaire
while
21
Findings
demonstrated
experienced
significantly
strenuous
working
conditions
throughout
pandemic,
resulting
many
considering
early
retirement
or
resignation.
Despite
challenges,
considerable
resilience
navigated
educational
landscape
province.
Frontiers in Public Health,
Год журнала:
2022,
Номер
10
Опубликована: Дек. 12, 2022
Due
to
the
COVID-19
pandemic,
schools
were
closed,
teachers
had
teach
from
home
and
after
a
while,
they
return
classroom
while
pandemic
was
still
on-going.
Even
before
already
more
at
risk
for
burn-out
syndrome
compared
general
population.
Furthermore,
not
much
research
pertaining
this
population
has
been
carried
out
during
so
impact
of
on
teachers'
recovery
need
remains
unclear.
The
aim
current
study
fill
knowledge
gap
map
different
time
points
pandemic.At
baseline,
2,167
secondary
school
in
Flanders
included
prospective
study.
Questionnaire
data
obtained
ten
between
September
2019
August
2021.
To
assess
its
dimensions,
Utrecht
Burn-out
Scale
Teachers
administered.
Need
assessed
using
questions
adopted
Short
Inventory
Monitor
Psychosocial
Hazards.
results
revealed
an
initial
positive
effect
first
lockdown
(Mar/Apr
2020)
with
decrease
[Odds
ratio
(OR)
Jan/Feb
2020-Mar/Apr
2020
=
0.33,
p
<
0.001],
emotional
exhaustion
(EMM
-0.51,
0.001),
depersonalization
-0.13,
0.001)
[Estimated
marginal
mean
(EMM)
-0.79,
0.001].
No
significant
personal
accomplishment
found
(p
0.410).
However,
as
went
on,
higher
syndrome,
exhaustion,
need,
lower
observed.Despite
dimensions
negative
long-term
became
visible.
This
highlights
once
again
importance
interventions
reduce
especially
such
difficult
times
pandemic.
Gulf Education and Social Policy Review (GESPR),
Год журнала:
2023,
Номер
unknown
Опубликована: Июль 28, 2023
Many
factors
contributed
to
resilience
and
burnout
among
teachers
during
the
COVID-19
pandemic,
as
educators
were
forced
respond
quickly
unexpected
unmanageable
job
demands
stressors.
This
research
investigates
perceived
by
expatriate
in
United
Arab
Emirates
(UAE)
that
influenced
one
year
from
start
of
pandemic.
The
study
observed
n
=
529
spread
across
three
distinct
waves
data
collection
schools
transitioned
online
in-person
education
delivery
UAE.
A
series
structural
equation
model
analyses
examined
relationships
between
latent
variables
supportive
challenge
with
outcomes
burnout.
Results
highlight
organizational
environments
directly
associated
higher
indirectly
lower
scores
all
samples.
Together,
results
suggest
characteristics
environment
should
be
viewed
key
influencing
development
teachers’
resilience.
Thus,
interventions
go
beyond
individualistic
approaches
include
factors.
Additionally,
policies
prioritize
creating
work
where
emotional
resources
are
available;
leadership
is
supportive,
fair,
accepting;
proud
employed.
