Fall 2020 COVID-19 Needs Assessment among New Jersey Secondary School Educational Professionals

Abstract

Secondary or high school (HS) educational professionals expressed concerns about dealing with environmental and occupational health and safety protocols due to COVID-19. Concerns related to fall 2020 school re-opening and getting back into in-person teaching—whether full-time, part-time or some other approved hybrid model—plus ongoing uncertainty with how the state and federal government will be handling matters about mandates for virtual learning, rapid testing, vaccine distribution, etc. These concerns were related to both their experience as educational professionals and genuine interest in personal and student well-being. This study was a cross-sectional online survey in early fall from mid-September–early October 2020. Of a possible maximum participation of 740 New Jersey (NJ) supervisory-level HS teachers and administrators (e.g., department chairs, district and school principals), 100 confirmed unique respondents (13.5%) consented and completed the survey. Of 100 experienced (mean 18 years teaching) participants, 70% responded to the gender identity question (overall, 61% female, 39% male; by NJ region, gender ratios were similar). There were statistically significant differences (using Fischer’s exact test) between NJ regions regarding provision of online counseling and support services for teachers (p < 0.001); for resources and equipment for teachers to mediate online learning (p = 0.02); for assistive video technology tools (p = 0.03) and accessibility to structured online learning and professional development (p = 0.002); concerning learning aids to engage students in online instruction, online counseling, and support services for students and their families (p = 0.006); appropriate protocol is clean and disinfect areas used by a person with COVID-19 (p = 0.002); and, immediately separate staff and students who screen positive for COVID-19 (p = 0.03). There were few statistical differences by gender. This study reported what participants wanted regarding the development of future policies then implemented as reopening practices. Data can inform recommendations in NJ and elsewhere at federal, state, and local levels. Data provide new insights and valuable information to inform the consideration of acceptability of various policy measures among HS education professionals.

COVID-19 Vaccine Hesitancy among New Jersey Teachers and Impacts of Vaccination Information Dissemination

“…As mentioned in previous studies, age, gender, and race/ethnicity are demographic variables of interest and have been associated with an increase in vaccine hesitancy [ 3 ]. Survey questions were taken and adapted from the U.S. CDC Behavioral Risk Factor Surveillance Survey, the U.S. CDC Vaccine Confidence Survey Question Bank, and previous surveys conducted by NJSS [ 26 , 27 , 28 , 29 , 30 ]. Overall vaccine hesitancy is measured by vaccine status and booster status.…”

Survey of New Jersey K‐12 Professionals on Work‐Based Learning During COVID‐19: A Preliminary Study and Future Implications

“…One NJSS training assignment asked about WBL program development and student worksite placements. Building on the NJSS statewide fall 2020 needs assessment, 10 this study's data about WBL during pandemic‐affected school years inform guidance to schools and employers to better address identified needs as COVID‐19 continues affecting communities. 11 …”

Evaluating a cross-lagged panel model between problematic internet use and psychological distress and cross-level mediation of school administrator support on problematic internet use: The serial mediating role of psychological needs thwarting of online teaching and psychological distress

“…This, notably, is the responsibility of administrators and, as such raises the issue of administrative support as an important variable for consideration in the context of online teaching. In order to tackle thwarting of teachers' competence, responses from American high school teachers have highlighted necessary administrative support in several areas, such as providing tools and related professional development, counseling, support, tips, and resources, including those which can improve the interactions among teachers, students and parents ( 32 ). In terms of autonomy, several studies have reported the impact of lack of administrative support on reduced work autonomy among teachers ( 33 ) while advocating for specific administrative actions to enhance autonomy, including clear curriculum guidelines for online teaching, provision of appropriate online platforms, scheduling of “self-care” time during the day, surveying of teachers to assess their needs, and expressing interest in teachers' input.…”