“I couldn't do what I needed to do for my own family”: Teacher-parents during COVID-19 lockdowns

Mutch, Carol; McKnight, Hannah

doi:10.1016/j.ssaho.2023.100401

Cited by 4 publications

(2 citation statements)

References 37 publications

(119 reference statements)

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“…Stress at that time was caused by lockdowns and necessity to work in a different mode (Mutch and McKnight 2023). The researchers revealed that fear and anxiety mold people's emotions during the pandemic.…”

Section: Literature Reviewmentioning

confidence: 99%

Emotional Context of Newspaper Articles about Covid-19

Pervukhina

2024

IJAES

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This paper explores the newspaper texts about Covid-19 from the point of view of emotions. New Zealand has been chosen for the country where Coronovirus pandemic was kept at bay for a long time. But after the cases started to escalate, the situation changed and the tone of newspapers changed, too. The analysis showed the dependence of emotions in the texts and the rise of Covid-19 cases as an indicator of danger. The article analyses three phases of the situation in New Zealand with Covid, such as phase 1 when the number of new cases was controlled, phase 2 when the number of new cases was quickly escalating, and phase 3 when the number of new cases was still high but not so quickly changing. The corpora were analyzed from the point of view of negative and positive reaction to the situation of pandemic escalation in the world and in New Zealand. The findings show a strong relation of the social and textual contexts.

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Section: Literature Reviewmentioning

confidence: 99%

Emotional Context of Newspaper Articles about Covid-19

Pervukhina

2024

IJAES

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“…As part of the community, they are also a parent, with children and a spouse. As Mutch and McKnight (2023) assert that teaching during this period was challenging for teachers both personally and professionally, especially for those balancing professional and family responsibilities. As a role model and the noblest profession and at the same time as a sworn commitment to the profession, teachers should know how to balance work and life responsibilities.…”

Section: Ethical Considerationmentioning

confidence: 99%

Examining the Work-Life Balance of Teacher-Parents in One Secondary School in the Philippines: A Phenomenological Study

Aquino,

Culajara,

Culajara

2023

e-JPI

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Every teacher must be able to manage their time effectively, set priorities, and concentrate on productivity since they have the oath to uphold their vocation. To be able to define the roles and duties, the research aims to explore the challenges experienced by teachers who are also parents, and how it affects their work-life balance, in order to propose an enhancement program to address these issues. A qualitative research design using a phenomenological approach was employed, with five (5) teacher-parents chosen through purposive sampling. Codes and themes were used in the study. Based on the focus group discussion, three themes emerged: time management, priority and focus, and the impact of productivity. To improve teachers' ability to strike a work-life balance and improve their performance and participation in upholding the school's objectives for the success of the students, school leaders must offer training and seminars. This study has provided a platform for teachers to understand and practice the importance of work-life balance to maintain their effectiveness in both roles. Teachers need to strive for a healthy balance between their professional and personal lives to be successful. Additionally, the researchers have designed an enhancement program to facilitate the teachers' time management and prioritize their tasks for work-life balance.

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Mediation of work-and-family conflict in the relationship between social-and-organizational support and teaching self-efficacy: The case of parent-teachers working remotely

Rabin,

Goldberg,

Blau

2024

Educ Inf Technol

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In times of crisis (e.g., during the COVID-19 pandemic), teachers face the dual responsibility of caring for their own children, while adapting to remote instruction. This study explores the interplay between social and organizational support, teaching self-efficacy, and the mediating effect of work-family conflict in remote teaching. The participants were 472 teachers who are parents of children aged 0–12. This mixed-methods study revealed that low levels of family-work and work-family conflict were associated with higher levels of social and organizational support, and teaching self-efficacy. A mediation effect revealed that social and organizational support predicted family-work conflict, which in turn predicted teaching self-efficacy. Qualitative findings highlighted the challenges and coping strategies used while working remotely. This research enhances our understanding of the work-family conflict encountered by parent-teachers, with important implications for teacher education. Such understanding facilitates effective management of family-work conflict during remote work, future epidemics, military conflicts, or natural disasters.

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“I couldn't do what I needed to do for my own family”: Teacher-parents during COVID-19 lockdowns

Cited by 4 publications

References 37 publications

Emotional Context of Newspaper Articles about Covid-19

Emotional Context of Newspaper Articles about Covid-19

Examining the Work-Life Balance of Teacher-Parents in One Secondary School in the Philippines: A Phenomenological Study

Mediation of work-and-family conflict in the relationship between social-and-organizational support and teaching self-efficacy: The case of parent-teachers working remotely

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