A Multi-Layered Socio-Ecological Framework for Investigating Teacher Well-Being: Key Predictors and Protective Factors

Sustainability, Год журнала: 2025, Номер 17(3), С. 900 - 900

Опубликована: Янв. 23, 2025

Understanding the factors that influence teacher well-being is crucial as it significantly affects students, teachers, schools, and sustainability of education system, especially during prolonged emergencies. This study contributes to field by empirically testing a conceptual model in emergency contexts, specifically addressing COVID-19 school closures with sample over 19,600 teachers from Kazakhstan through an online survey design. Utilising multidimensional socio-ecological framework considers individual, home, community, national factors, this identifies key predictors self-reported well-being. Individual-level explained 9.3% variation physical (F = 118, p < 0.001, R2 0.093) 4.5% psychological 72.2, 0.045). In contrast, school- home-level demonstrated greater explanatory power, accounting for 21.9% 128, 0.219) 15.5% 89.5, 0.155) well-being, respectively. Community-level 12.8% 191, 0.128) 10.2% 324, 0.102), while national-level accounted much smaller proportions: 0.67% 21.8, 0.0067) 1.4% 83.589, 0.014). These findings highlight significant home school, well community-level predictors, on suggesting interventions targeting these areas may be particularly effective supporting The reveal Kazakhstani reported poor they generally had more positive assessment their Vulnerable groups included women, older non-Kazakh those higher levels, Russian medium mixed-medium all whom lower Additional risk identified were lack student engagement, difficult relationships parents, directive leadership style, family conflicts, inadequate resources at school. Conversely, protective such autonomy, collegiality, networking opportunities, self-efficacy emerged contributors complex interplay between cultural subjective perceptions emphasises critical role both non-emergency underscoring urgent need targeted policies programmes sustainably support enhance holistically. approach will promote Sustainable Development Goal (SDG) 3 (well-being) ensure access equitable quality (SDG 4) learners, ultimately contributing overall resilience educational systems.

Язык: Английский

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‘We're Not in a Place Where We Can Thrive Yet’: A Qualitative Exploration of Systems of Health Promotion in Primary Schools in the Aftermath of the COVID‐19 Pandemic

Child Care Health and Development, Год журнала: 2025, Номер 51(2)

Опубликована: Фев. 10, 2025

Health promotion in schools can be defined as any activity undertaken to improve the health of all school users. This qualitative study aimed explore systems primary aftermath COVID-19 pandemic, from perspectives teachers and principals Republic Ireland. Participants were recruited using snowball convenience sampling techniques via a larger quantitative study. joined 45-min online focus groups informed by semi-structured interview guide. A reflexive thematic approach was taken analysis. Thirty participated, most (n = 26) identified female. Teaching experience across sample ranged 2 38 years. School sizes 20 850 students. All types eligible publicly funded represented. Three themes generated: rebuilding foundation, choosing within our limits drawing line. Findings indicate that severely challenged during pandemic recovery will lengthy. communities are well-positioned have leading role secondary disease prevention, but investment is needed establish resilient frameworks for child issues provoked addressed over coming

Язык: Английский

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Educational Leadership, Mental Health, and Equity: A Review of Effective Interventions in Schools

European Journal of Educational Management, Год журнала: 2025, Номер 8(1), С. 49 - 62

Опубликована: Март 15, 2025

This study investigates the role of educational leadership in supporting student mental health and promoting equity within schools. It examines three models, transformational, trauma-informed, equity-focused leadership, their effectiveness fostering inclusive school environments. By synthesizing recent empirical studies, this review identifies strategies that enhance engagement, emotional resilience, academic performance. The findings reveal schools with proactive experience improved well-being, reduced behavioral challenges, higher success. However, barriers such as resource constraints, inconsistent policy implementation, a lack specialized training for leaders hinder full integration initiatives. These challenges disproportionately affect marginalized populations, underscoring need approaches address systemic inequities education. emphasizes importance embedding broader policies practices. prioritizing psychological safety, strong school-community partnerships, ensuring equitable access to resources, can create sustainable, supportive learning offers practical recommendations policymakers administrators strengthen practices bridge gap between achievement well-being. research contributes ongoing discourse on equity, advocating environments nurture both growth.

Язык: Английский

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The Impact of Integrating Mindfulness in the Classroom on Well-Being and Academic Success Among College Students During COVID-19 and Beyond

Social Sciences, Год журнала: 2025, Номер 14(4), С. 218 - 218

Опубликована: Март 31, 2025

The rapid transition to online learning prompted by the COVID-19 pandemic created significant challenges for college students. One critical issue was its impact on mental health, as there were widespread reports of increased anxiety and stress among This qualitative narrative review explores mindfulness practices an effective intervention support students’ well-being boost academic performance during such a crisis beyond. paper utilizes SANRA (Scale Assessment Narrative Review Articles) guidelines ensure systematic transparent synthesis literature. A total 18 studies published in international peer-reviewed journals between 2020 2024 included review. Mindfulness techniques have reduced stress, helped with emotional regulation, alleviated anxiety, improved cognitive functions. programs demonstrated success helping students manage uncertainties social isolation lockdowns produced. Moreover, help build resilience boosting self-awareness increasing student engagement course material. highlights effectiveness these supporting educators post-pandemic context. It offers valuable insights policymakers navigating both crisis-driven future advancements education.

Язык: Английский

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The Challenges of Engaging in Conversations and Activities Focused on Race, Ethnicity, and Identity in the Classroom: Learning from U.S. Based Teachers

Identity, Год журнала: 2024, Номер 24(4), С. 353 - 378

Опубликована: Май 21, 2024

In the last two decades within United States (U.S.), discussing race, ethnicity, and identity with students in classroom has grown popularity but also been met significant backlash. As teachers navigate calls for against such work, they weigh their own trepidations about these conversations. Professional development seeking to effectively prepare conversations must take concerns into account. The current study explored teachers' perceptions of challenges related engaging activities classroom. sample included 20 U.S. high school (14 White, 2 Asian, 1 Black, Black-Latinx, Latinx; 80% female; teaching experience ranged from 1–27 years) recruited three public schools a large metropolitan area Northeast Data were gathered face-to-face individual interviews. Findings thematic analysis consensual qualitative coding identified seven domains, 11 sub-domains, 51 categories characterizing perceived challenges. provide insights how support capacities, mindsets, behaviors, skills necessary leading students.

Язык: Английский

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The Condition of Education: Teacher Mental Health Absenteeism in the Aftermath of COVID-19

American Journal of Qualitative Research, Год журнала: 2024, Номер 8(3), С. 76 - 94

Опубликована: Июль 26, 2024

<i>The implications of teacher absenteeism are incommensurable. While is a longstanding issue in education, there gap the current literature addressing teachers’ mental health and after schools reopened following first wave COVID-19 virus. This qualitative descriptive study anchored on Job Demands-Job Resources (JD-R) model organizational stress well-being. The purpose was twofold: a) to describe related stemming from pandemic’s stressful job demands school year 2021-2022 two Eastern regions U.S., b) availability resources such as administrative support U.S. sample consisted 12 educators: Four teachers eight administrators were selected using purposive strategy. Semi-structured interviews carefully designed extract relevant data alignment with research questions. Thematic analysis conducted based study’s method design. results revealed four themes: New strenuous demands, decline, absenteeism, mitigate absenteeism.</i>

Язык: Английский

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Positive mental health of Latin American university professors: A scientific framework for intervention and improvement

Heliyon, Год журнала: 2024, Номер 10(2), С. e24813 - e24813

Опубликована: Янв. 1, 2024

The post-pandemic stage covid-19 has revealed overloads, ambiguities, and conflicts of teachers in the performance new roles hybrid classrooms that demanded an urgent adaptation, this highlighted need for priority attention to mental health teachers, however, there are still insufficient studies transcend diagnosis committed establish proposals improvement.

Язык: Английский

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Teachers’ Psychological Distress and Work-Related Experiences During the COVID-19 Pandemic in Quebec (Canada)

Canadian Journal of School Psychology, Год журнала: 2024, Номер 39(1), С. 29 - 52

Опубликована: Фев. 5, 2024

COVID-19 has put additional stress on teachers, whose levels of psychological distress are concerning. However, studies that look at teachers’ work experiences and their association with during the pandemic lacking. This study aims to draw a portrait (i.e., symptoms depression anxiety) work-related engagement, workplace discrimination, interpersonal conflicts quality relationships among school staff) in sample preschool, primary secondary teachers Quebec across socio-demographic characteristics (age, gender, years teaching experience, level, region, immigrant status). In addition, we investigated whether were associated distress. A total 818 ( M age = 44.5; SD 9.04; 82.8% women) responded an online questionnaire. Linear logistic regression analyses implemented. Results showed concerning both anxiety depressive our sample. Gender, status level differences perception environment emerged. Higher reported fewer better staff all independently statistically significantly lower Promoting cohesive climate personnel can protect from times adversity. socio-ecological approach research intervention considers terms engagement is warranted improve well-being contribute positive learning schools for adults students alike.

Язык: Английский

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Anxiety, Depression, and Associated Factors among Teachers during the COVID-19 Pandemic: A Multi-Centre Cross-Sectional Study in Zambia

OALib, Год журнала: 2024, Номер 11(03), С. 1 - 19

Опубликована: Янв. 1, 2024

Background: The coronavirus disease 2019 (COVID-19) pandemic inflicted unprecedented work-related strain, negatively impacting the mental health of many, including teachers.This study assessed impact COVID-19 on secondary school teachers in Lusaka, Zambia.Materials and Methods: This cross-sectional was conducted among 388 selected schools Lusaka district, Zambia, from July 2022 to September 2022.Data were collected using Hospital Anxiety Depression Scale (HADS) analysed IBM SPSS version 28.0.Statistical significance determined at a 95% confidence level.Logistic regression used determine factors that influenced anxiety depression levels teachers.Results: Among teachers, prevalence 72% 73%, respectively.Factors associated with were; being quarantined due (AOR = 1.96, CI: 1.11 -3.45), having chronic condition 2.45, 1.19 -5.05), friend or relative 1.8, 1.08 -2.99) expe-

Язык: Английский

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Prevalence and Correlates of High Stress and Low Resilience among Teachers in Three Canadian Provinces

Journal of Clinical Medicine, Год журнала: 2024, Номер 13(15), С. 4339 - 4339

Опубликована: Июль 25, 2024

High stress levels can be problematic for teachers and indirectly affect students. Resilience may a protective factor overcoming stress. Knowledge about the prevalence correlates of high low resilience will provide information extent problem among in Canada.

Язык: Английский

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