Family responsibilities and mental health of kindergarten educators during the first COVID-19 pandemic lockdown in Ontario, Canada

Spadafora, Natalie; Reid-Westoby, Caroline; Pottruff, Molly; Janus, Magdalena

doi:10.1101/2021.05.11.21257057

Cited by 3 publications

(7 citation statements)

References 44 publications

(34 reference statements)

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“…A study by Spadafora et al [ 67 ] examined the relationship between kindergarten teachers’ mental health and their care for children and adolescents and indicated that family responsibilities affect their mental health. Since our study did not examine the family composition, future research should examine the effects of family composition and family relationships.…”

Section: Discussionmentioning

confidence: 99%

Educators’ Psychosocial Burdens Due to the COVID-19 Pandemic and Predictive Factors: A Cross-Sectional Survey of the Relationship with Sense of Coherence and Social Capital

Fukuda

2022

IJERPH

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This study aims to identify the social and psychological burdens placed on educators during the third wave of the COVID-19 pandemic in Japan and to propose an optimal form of support. We investigated educators’ perceptions of psychological and socioeconomic anxieties and burdens, sense of coherence, and social capital using a questionnaire survey of 1000 educators in January 2021. Multivariate regression analyses were conducted to analyze the associations between the variables. Results: Approximately 80% of the respondents considered COVID-19 a formidable, life-threatening illness. Our results revealed that the higher the social capital, the greater the fear of COVID-19, and the higher the sense of coherence, the lower this fear. Conclusions: The anxiety burden of implementing infection prevention was higher than the anxiety burden associated with distance learning. The predictive factors for educators’ perceptions of burden included sense of coherence, gender, and age. Our findings suggest the importance of having the government and educational institutions provide multidimensional assistance that matches educators’ individual characteristics.

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Section: Discussionmentioning

confidence: 99%

Educators’ Psychosocial Burdens Due to the COVID-19 Pandemic and Predictive Factors: A Cross-Sectional Survey of the Relationship with Sense of Coherence and Social Capital

Fukuda

2022

IJERPH

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“…Identify the trend of research on anxiety and depression among teachers according to the year of publication approach and national context. Ratanasiripong et al, 2021;Santamaría et al, 2021;Wong et al, 2021;Wakui et al, 2021;Yoo et al, 2021;Bete et al, 2022;Gawrych et al, 2022;Lizana et al, 2022;Spadafora et al, 2022). 4 shows 5 sub-factors from work that lead to anxiety and depression of a teacher.…”

Section: Findings Findings Based On First Research Objectivementioning

confidence: 99%

“…Therefore, an abundance is tasks accumulated by teachers leads them to be constant under pressure from many parties ( Furthermore, the subfactor of teaching knowledge is also closely related to the teacher's tendency to anxiety and depression. This is because teachers who are incompetent in pedagogy and content knowledge will have low self-esteem making them to be living in fear that causes anxiety and depression in themselves (Desouky & Allam, 2017;Ramirez et al, 2018;Alvites et al, 2019;Dizon-Ross et al, 2019;Ganley et al, 2019;Oguzhan et al, 2019;Thomas & Sari, 2019;Othman & Sivasubramaniam, 2019;Li et al, 2020;Syuhada & Retnawati 2020;Bete et al, 2020;Genoud & Waroux, 2021;Pressley et al, 2021;Wakui et al, 2021;Gawrych et al, 2022;Spadafora et al, 2022).…”

Section: Occupational Factormentioning

confidence: 99%

“…Besides that, e-learning factor also develops stress, anxiety and depression among teachers as they had to shift from their usual traditional teaching methodology to online learning concept. The pressure to execute online learning has caused teachers to be exhausted and face burnout as the learning objectives were not achieved (Aperribai et al, 2020;Li et al, 2020;Talidong & Toquero, 2020;Lizana et al, 2021;Pressley, 2021;Santamaría et al, 2021;Wakui et al, 2021;Wong et al, 2021;Basri & Maat, 2021;Gawrych et al, 2022;Lizana & Lera, 2022;Spadafora et al, 2022). These changes leads to anxiety and depression among teachers.…”

Section: Covid-19 Pandemic Factormentioning

confidence: 99%

“…Family subfactor is where teachers have family crisis that causes them to develop this mental problem. There are teachers who had to face divorce issues and the burden of taking care of their family members (Atabek et al, 2019;Othman & Sivasubramaniam, 2019;Aperribai et al, 2020;Klai & Bahrin, 2020;Ratanasiripong et al, 2020;Lizana & Lera, 2022;Spadafora et al, 2022).…”

Section: Environmental Factormentioning

confidence: 99%

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Factors Contributing to Anxiety and Depression among Teachers Through A Systematic Literature Review

Talibali¹,

Matore²

2023

IJARBSS

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Teachers are the main pillars to give birth to an ingenious generation that can compete globally. This huge responsibility causes teachers to be easily susceptible to anxiety syndrome and depression. Although various past studies conducted varied research on anxiety and depression, there is a need to study the trend of study through these years including the contributors towards these issues. Therefore, this study aims to identify the trend research of anxiety and depression based on the year of publication, research approach, and country context. Moreover, the research would also identify the contributing factors to anxiety and depression among teachers. A total of 31 final articles have been selected using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) model involving four phases which are identification, screening, eligibility, and finally the included stage. The Scopus, SAGE Journal, ERIC, and Google Scholar databases have been used for research based on the most recent 5-year period from 2017 to 2022. The findings show that 2021 is the year where the most articles were published as the research approach used is mainly quantitative. Malaysia is the country that produces the most articles. A total of 4 factors contributing to anxiety and depression among Mathematics teachers were reported such as job aspects (task and teaching knowledge), the Covid-19 epidemic (e-learning), environment (friends), and personal problems (gender). This study provides implications based on teachers' management development aspect whereby counseling and guidance are developed for teachers and school staff. A suggestion for further research that can be carried out by the Malaysian Ministry of Education is by designing an Educator Self-Confidence Intervention Module to strengthen the mental health of teachers at an excellent level.

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From Full Day Learning to 30 Minutes a Day: A Descriptive Study of Early Learning During the First COVID-19 Pandemic School Shutdown in Ontario

Spadafora

Reid-Westoby

Pottruff

et al. 2022

Early Childhood Educ J

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When the COVID-19 pandemic was declared in March 2020, the lives of families all over the world were disrupted. Many adults found themselves working from home while their children were unable to go to school. To better understand the potential impact of these educational disruptions, it is important to establish what learning looked like during the first school shutdown in the spring of 2020, particularly for the youngest learners who may feel the longest lasting impacts from this pandemic. Therefore, the purpose of the current descriptive study was to gather information on how kindergarten teaching and learning occurred during this time, what the biggest barriers were, and what concerns educators had regarding returning in person to the classroom setting. The sample for the current study was 2569 kindergarten educators (97.6% female; 74.2% teachers, 25.8% early childhood educators) in Ontario, Canada. Participants completed a questionnaire consisting of both quantitative scales and qualitative open-ended questions. Educators reported that parents most often contacted them regarding technological issues or how to effectively support their child. The largest barrier to learning was the ability of both parents and educators to balance work, home life, and online learning/teaching. With regards to returning to school, educators were most concerned about the lack of ability of kindergarten aged children to do tasks independently and to follow safety protocols. Our findings highlight unique challenges associated with teaching kindergarten during the pandemic, contributing to our understanding of the learning that occurred in Ontario during the first COVID-19 shutdown.

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Family responsibilities and mental health of kindergarten educators during the first COVID-19 pandemic lockdown in Ontario, Canada

Cited by 3 publications

References 44 publications

Educators’ Psychosocial Burdens Due to the COVID-19 Pandemic and Predictive Factors: A Cross-Sectional Survey of the Relationship with Sense of Coherence and Social Capital

Educators’ Psychosocial Burdens Due to the COVID-19 Pandemic and Predictive Factors: A Cross-Sectional Survey of the Relationship with Sense of Coherence and Social Capital

Factors Contributing to Anxiety and Depression among Teachers Through A Systematic Literature Review

From Full Day Learning to 30 Minutes a Day: A Descriptive Study of Early Learning During the First COVID-19 Pandemic School Shutdown in Ontario

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