In the Midst of a Pandemic

Beltman, Susan; Hascher, Tina; Mansfield, Caroline

doi:10.1027/2151-2604/a000502

Cited by 13 publications

(3 citation statements)

References 52 publications

(71 reference statements)

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“…Huber et al 2020;Dreer and Kracke 2021;König et al 2020) and international studies (e.g. Beltman et al 2022; Darling-Hammond and Hyler 2020) cite various reasons for increased teacher burden during the pandemic, including:…”

Section: Teacher Stress and Teachers' Affective Commitmentmentioning

confidence: 99%

School quality and COVID-19-related compensatory measures

Helm

Huber

2023

Z f Bildungsforsch

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In response to the proven negative effects of COVID-19-related school closures on students’ learning, Germany launched a 2-billion-euro catch up program that provides financial resources for a variety of compensatory measures. However, many schools had already reacted to the pandemic beforehand and implemented appropriate measures. Against the background of the many funded initiatives as well as the individual initiatives that have been implemented in German schools, this paper examines what determines whether schools offer compensatory measures. Exploiting data from a teacher survey (N = 1648 teachers in 104 schools) in Germany, we tested the predictive power of various school aspects for the degree of compensatory measures realized at the school site to help students make up for possible learning losses due to COVID-19-related distance learning. Our findings from latent regression analyses and relative weight analyses, both at teacher and at school level, confirm the significant role of the existing culture of inclusion at a school for predicting a school’s degree of compensatory measures offered. At the same time a range of other investigated school aspects only indirectly predicted compensatory measures, particularly via the culture of inclusion at school. We discuss the findings against the background of the theoretical foundation and the methodological limitations of the present study.

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Section: Teacher Stress and Teachers' Affective Commitmentmentioning

confidence: 99%

School quality and COVID-19-related compensatory measures

Helm

Huber

2023

Z f Bildungsforsch

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“…The majority of conclusions on teachers' well-being are based on quantitative measures, assessing such variables as teachers' selfefficacy, exhaustion, and depressive symptoms (e.g., Capone and Petrillo, 2020). However, some recent research (e.g., Beltman et al, 2022) has addressed the importance of collecting qualitative data to add in-depth understandings to survey-based conclusions and to hear teachers' voices. Therefore, to provide qualitative and culturallyspecific data and to develop pedagogical implications for further teacher education, the present study aims to answer the following research questions through a qualitative analysis of interviews with teachers: Q1: How do teachers contribute to a positive school climate?…”

Section: Introductionmentioning

confidence: 99%

Innovations in Teaching and Learning: International Approaches in Developing Teacher Education and Curriculum for The Future

2024

Frontiers Research Topics

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Frontiers is more than just an open access publisher of scholarly articles: it is a pioneering approach to the world of academia, radically improving the way scholarly research is managed. The grand vision of Frontiers is a world where all people have an equal opportunity to seek, share and generate knowledge. Frontiers provides immediate and permanent online open access to all its publications, but this alone is not enough to realize our grand goals. Frontiers journal seriesThe Frontiers journal series is a multi-tier and interdisciplinary set of openaccess, online journals, promising a paradigm shift from the current review, selection and dissemination processes in academic publishing. All Frontiers journals are driven by researchers for researchers; therefore, they constitute a service to the scholarly community. At the same time, the Frontiers journal series operates on a revolutionary invention, the tiered publishing system, initially addressing specific communities of scholars, and gradually climbing up to broader public understanding, thus serving the interests of the lay society, too. Dedication to qualityEach Frontiers article is a landmark of the highest quality, thanks to genuinely collaborative interactions between authors and review editors, who include some of the world's best academicians. Research must be certified by peers before entering a stream of knowledge that may eventually reach the public -and shape society; therefore, Frontiers only applies the most rigorous and unbiased reviews. Frontiers revolutionizes research publishing by freely delivering the most outstanding research, evaluated with no bias from both the academic and social point of view. By applying the most advanced information technologies, Frontiers is catapulting scholarly publishing into a new generation. What are Frontiers Research Topics?Frontiers Research Topics are very popular trademarks of the Frontiers journals series: they are collections of at least ten articles, all centered on a particular subject. With their unique mix of varied contributions from Original Research to Review Articles, Frontiers Research Topics unify the most influential researchers, the latest key findings and historical advances in a hot research area.

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“…The majority of conclusions on teachers’ well-being are based on quantitative measures, assessing such variables as teachers’ self-efficacy, exhaustion, and depressive symptoms (e.g., Capone and Petrillo, 2020 ). However, some recent research (e.g., Beltman et al, 2022 ) has addressed the importance of collecting qualitative data to add in-depth understandings to survey-based conclusions and to hear teachers’ voices. Therefore, to provide qualitative and culturally-specific data and to develop pedagogical implications for further teacher education, the present study aims to answer the following research questions through a qualitative analysis of interviews with teachers: Q1: How do teachers contribute to a positive school climate?…”

Section: Introductionmentioning

confidence: 99%

Teachers’ contributions to the school climate and using empathy at work: implications from qualitative research in two European countries

Martinsone

Žydžiūnaitė

2023

Front. Psychol.

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This research aimed to reveal the factors that, based on their experiences, teachers consider important in their contribution to a positive school climate and in their relationship with students when it comes to using empathy. Teachers from two European countries—Latvia (n = 83) and Lithuania (n = 69)—participated in the research. Data were collected through focus group-based interviews and analyzed using latent qualitative content analysis. The results revealed the teachers’ shared understanding of the importance of communication and professional development. However, only Lithuanian teachers emphasized strengthening institutional values and other more collectivistic aspects; the answers of Latvian teachers were specific and suggested more of an individualistic attitude, like allocating personal responsibility to use appropriate instructional strategies. This study draws attention to contextual and cultural factors of teachers’ work and actualizes their educational needs.

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In the Midst of a Pandemic

Cited by 13 publications

References 52 publications

School quality and COVID-19-related compensatory measures

School quality and COVID-19-related compensatory measures

Innovations in Teaching and Learning: International Approaches in Developing Teacher Education and Curriculum for The Future

Teachers’ contributions to the school climate and using empathy at work: implications from qualitative research in two European countries

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