“And then came COVID-19”: Manitoban reflections on the emergence of the pandemic.

Reynolds, Kristin

doi:10.1037/cap0000265

Cited by 2 publications

(2 citation statements)

References 19 publications

(20 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The latest research highlights the negative aspects of the pandemic crisis, such as fatigue from the protracted situation and the continuation of uncertainty, as there is no point of reference when and whether the situation in the field of education will return to that of the pre-pandemic period. Uncertainty can create and/or maintain additional work stress and adaptation disturbances and increase the burnout risks of those involved in the situation (Chan et al, 2021;Kazlauskas & Quero, 2020;Reynolds et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

“…The teaching profession belongs to those areas of professional activity that are associated with a high risk of emotional burnout (Mahoney et al, 2011;Marcionetti al., 2018), and recent research suggests that teachers' stress and burnout may have increased significantly during the pandemic (Allen et al, 2020;Chan et al, 2021;Reynolds et al, 2021). The pandemic is still continuing, and there is simultaneous uncertainty regarding the future, causing chronic fatigue from crisis management over a long period of time, which does not raise hopes that work tension will decrease soon and that there will be an opportunity to recover from the situation (DiStaso & Shoss, 2020; Kazlauskas & Quero, 2020).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Teachers’ Emotional Burnout, Psychological Detachment from Work and Self-Reported Health During the COVID-19 Pandemic

Ronesala,

Martinsone

2023

To Be or Not to Be a Great Educator

View full text Add to dashboard Cite

The outbreak of the COVID-19 infection has created unprecedented changes in the education system. The emotional burnout of teachers increased during the pandemic, unfavourably affecting their physical and mental health. In this context, teachers’ ability to psychologically detach themselves from work to recharge is of special relevance. Research about the quality of teachers’ professional life and emotional burnout during the pandemic is not sufficient. Therefore, the aim of the current research is to investigate the relationship between teachers’ emotional burnout, their psychological detachment from work, and self-reported health during the pandemic, involving teachers working both face-to-face and remotely. The sample consisted of 506 teachers, with the majority aged from 2−64 years, of whom 472 were female and 34 were male. Of these, 269 teachers worked mainly face-to-face, whereas 237 worked in a hybrid form or mainly remotely. Data were collected from October to December 2021 during periods of varying restrictions due to the COVID-19 pandemic. The respondents completed the Teachers’ Burnout and Teachers’ Self-Perceived Health scale, designed for the Erasmus+ project “Teaching to Be: Supporting Teachers’ Professional Growth and Wellbeing in the Field of Social and Emotional Learning”, and the Psychological Detachment from Work scale. It was found that higher emotional burnout in teachers is related to a lower ability to detach themselves psychologically from their work. Moreover, teachers with higher emotional burnout reported lower health indicators. Comparing data from teachers who worked face-to-face and those working mixed or remotely, differences were found in their levels of emotional burnout; specifically, teachers who worked face-to-face reported higher burnout. These results have practical implications supporting the necessity to promote teachers’ mental health and wellbeing in their workplaces.

show abstract

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Teachers’ Emotional Burnout, Psychological Detachment from Work and Self-Reported Health During the COVID-19 Pandemic

Ronesala,

Martinsone

2023

To Be or Not to Be a Great Educator

View full text Add to dashboard Cite

show abstract

Perceived Consequences of Extended Social Isolation on Mental Well-Being: Narratives from Indonesian University Students during the COVID-19 Pandemic

Rahiem

Krauss

Ersing

2021

IJERPH

View full text Add to dashboard Cite

Despite several recent studies reporting on young people’s well-being during COVID-19, few large-scale qualitative studies have been carried out that capture the experiences of young people from low- and middle-income countries (LMICs) undergoing extended social restrictions. The challenges faced by young people from LMICs during COVID-19 are likely to be amplified by their countries’ large populations, resource constraints, lack of access to health care, living conditions, socio-spatial contexts, and the pandemic’s ramifications for communities. This study explored how youths perceived their well-being after being isolated for one-and-a-half years during the COVID-19 pandemic. Qualitative narrative research was employed as a method of inquiry. One-hundred and sixty-six university students in Jakarta, Indonesia, between the ages of 17 and 22 wrote reflective online essays on the consequences of extended pandemic isolation on their mental health. This data collection strategy offered an in-depth understanding of the phenomenon through the narratives of those who experienced it. Seven themes expressing the youths’ perceived well-being were identified through inductive reflective thematic analysis: (1) the anguish of loneliness and estrangement; (2) a state of “brokenness” resulting from emotional agony and distress; (3) frustration, confusion, and anger; (4) the experience of conflicting emotions; (5) uncertainty about both the present and future; (6) a sense of purpose and fulfillment; and (7) turning to faith. The findings provide important insights into Indonesian youths’ well-being following extended social restrictions following the outbreak. Their collective experiences can be used to inform policy and practice regarding the nature of support mechanisms required both during and following the pandemic, and in the future if such a situation were to occur again.

show abstract

“And then came COVID-19”: Manitoban reflections on the emergence of the pandemic.

Cited by 2 publications

References 19 publications

Teachers’ Emotional Burnout, Psychological Detachment from Work and Self-Reported Health During the COVID-19 Pandemic

Teachers’ Emotional Burnout, Psychological Detachment from Work and Self-Reported Health During the COVID-19 Pandemic

Perceived Consequences of Extended Social Isolation on Mental Well-Being: Narratives from Indonesian University Students during the COVID-19 Pandemic

Contact Info

Product

Resources

About