Factors Affecting Teachers' Resiliency Amidst the COVID-19 Pandemic

Lagat, Kevin T.

doi:10.32871/rmrj2109.01.12

Cited by 8 publications

(6 citation statements)

References 41 publications

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“…Additionally, when it comes to taking care of aging parents, women are more likely than men to take on the role of caregiver (Swinkels et al, 2017). These gender-based issues, coupled with the added stress of having to teach from home, or teach online, as well as transitioning lesson plans, and ensuring that students were keeping up with schoolwork (Lagat, 2021) made the COVID-19 pandemic a perfect storm, bringing each of these gender-based and teaching issues to the forefront simultaneously. This resulted in female teachers experiencing increased levels of stress, as compared to their male counterparts.…”

Section: Discussionmentioning

confidence: 99%

Long-term impacts of COVID-19 on stress and depression among teachers: Differences by gender

Huseth-Zosel,

Crary,

Orr

2024

Journal of Teaching and Learning

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This article explores the impact of changes in teaching modalities resulting from the COVID-19 pandemic on the mental health of K-12 teachers, by gender, during the first year of the pandemic. Teachers from a random sample of K-12 schools in North Dakota and Minnesota were surveyed in April 2020, October 2020, and March/April 2021 about their current levels of stress and depression, as well as the frequency with which they experienced certain physical conditions. One-way analysis of variance and multiple regression were used to compare time points for each of the outcomes by gender. Female teachers were more likely to experience higher levels of stress than male teachers, while male teachers were more likely to experience higher levels of depression than female teachers, with spikes in stress and depression levels experienced by both males and females in Time 2. Additionally, physical symptoms were more likely to be experienced by female teachers, with Time 2 respondents overall reporting significantly higher proportions of physical symptoms than Time 1 or Time 3 respondents. Consistently experiencing heightened levels of stress and depression can lead to burnout for teachers. School districts need to monitor stress, especially among females, and depression, especially among males, to recognize the difference in experience for each gender in the teaching profession, as well as provide supports and resources to their teachers to help them in coping with these mental-health issues.

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Section: Discussionmentioning

confidence: 99%

Long-term impacts of COVID-19 on stress and depression among teachers: Differences by gender

Huseth-Zosel,

Crary,

Orr

2024

Journal of Teaching and Learning

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“…In the middle of the school year, when stress and burnout are high compared with the start of the year (von der Embse and Mankin 2021), COVID-19 lockdown measures were announced. The external influence of COVID-19 may be disproportionally stressful to more experienced teachers (Lagat 2021), as they tend to be older and thus more susceptible to the virus as well as facing additional challenges related to online teaching. Our finding reinforces that stress continues to be an issue for teachers, and attention to mitigating stress is needed at any stage of a teacher's career.…”

Section: Discussionmentioning

confidence: 99%

Lifestyle and work-related correlates of psychosocial health among Australian teachers: a cross-sectional study

Corbett

Bauman

Peralta

et al. 2023

J Public Health (Berl.)

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Aim This study examined the psychosocial (psychological distress, job-specific wellbeing, burnout) health of a large sample of teachers in New South Wales (NSW), Australia, specifically the association between psychosocial health, work-related factors, and lifestyle behaviours. Subject & methods An online survey collected lifestyle behaviours, work-related factors, and socio-demographics from primary and secondary school teachers in NSW from February to October 2021. Associations between work-related factors, lifestyle behaviours, and psychosocial health were modelled using logistic regression in R and adjusted for gender, age, and geographic location. Results In our sample (n = 1136), 75% were women and 28% of the sample worked in rural or remote areas. Women reported higher levels of psychological distress (51%), compared with men (42%), and over 30% of teachers reported high levels of burnout. Teachers who engaged in three or more positive health-related behaviours had lower odds of psychological distress and burnout as well as higher odds of job-specific wellbeing. Multiple work-related factors such as hours worked, teaching load, teaching experience, teacher type, and teacher role were associated with one or more aspects of psychosocial health after adjusting for socio-demographic variables. Conclusion More is needed to support the psychosocial health of teachers in NSW. Future lifestyle programs for this population should include psychosocial outcomes to further explore the relationship between teachers’ health-related behaviour and their psychosocial health.

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“…Somatization often occurs when individuals attempt to suppress emotions to find relief from distressing experiences (Kirmayer, 1984). For instance, pandemic‐related studies have noted that teachers experience a myriad of stressors including, but not limited to, abrupt shift of the teaching mode, excessive administrative and teaching workload, uncertainties in employment, and financial strain (Beames et al, 2021; Lagat, 2021; Truzoli et al, 2021). As they are bound to continue their duty, they may likely suppress their distress brought about by these stressful events to effectively fulfill their work obligations.…”

Section: Discussionmentioning

confidence: 99%

Validating repurposed GAD‐7 anchored in COVID‐19 pandemic experiences: A factor‐ and person‐centered approach

Mordeno,

Gallemit,

Ducay

et al. 2023

Psychology in the Schools

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Generalized Anxiety Disorder 7‐item Scale (GAD‐7) has been found to accurately assess the presence of generalized anxiety disorder (GAD) in various populations. However, despite showing good psychometric properties in assessing GAD symptoms, there is a need to further validate GAD‐7 in milieu of the pandemic, considering that recent cross‐sectional studies have utilized this scale in understanding GAD prevalence and risk factors. The present study aimed to contextualize the GAD‐7 scale into the present condition through investigating its (1) factor structure, (2) measurement invariance, and (3) latent classes. This study utilized 1922 (63.4%) secondary and 1110 (36.6%) tertiary Filipino teachers. Confirmatory factor analyses showed that the scale is best represented by two factors: cognitive–emotional experiences and somatic experiences. Moreover, the results revealed that while the two‐factor GAD model showed good measurement equivalence across teacher groups, measurement non‐invariance was observed in gender groups. Lastly, the latent class analysis yielded a three‐class solution best fitting to the data. It specifically grouped GAD symptom intensity as low, moderate, and severe anxiety groups. These findings provide evidence of the scale's validity, supporting the utilization of the GAD‐7 scale in assessing pandemic‐related generalized anxiety.

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Factors Affecting Teachers' Resiliency Amidst the COVID-19 Pandemic

Cited by 8 publications

References 41 publications

Long-term impacts of COVID-19 on stress and depression among teachers: Differences by gender

Long-term impacts of COVID-19 on stress and depression among teachers: Differences by gender

Lifestyle and work-related correlates of psychosocial health among Australian teachers: a cross-sectional study

Validating repurposed GAD‐7 anchored in COVID‐19 pandemic experiences: A factor‐ and person‐centered approach

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