Language teachers’ coping strategies during the Covid-19 conversion to online teaching: Correlations with stress, wellbeing and negative emotions

MacIntyre, Peter D.; Gregersen, Tammy; Mercer, Sarah

doi:10.1016/j.system.2020.102352

Cited by 592 publications

(673 citation statements)

References 27 publications

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“…Seligman et al, developed a validated model of psychological well-being constructed of five pillars: Positive emotion, Engagement, Relationships, Meaning, and Accomplishment (PERMA) [ 36 , 37 ]. Positive correlations were found between PERMA and resilience to stressful events [ 53 ]. Dimitra et al found that the imposed stay-at-home and social distancing regulation during the COVID-19 pandemic decreases psychological well-being measured by the PERMA profiler [ 54 ].…”

Section: Discussionmentioning

confidence: 99%

Effect of Inquiry-Based Stress Reduction (IBSR) Intervention on Well-Being, Resilience and Burnout of Teachers during the COVID-19 Pandemic

Zadok-Gurman

Jakobovich

Dvash³

et al. 2021

IJERPH

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Objective: The COVID-19 pandemic has had a major impact on teachers professional and personal lives. Our primary aim was to assess the effect of a blended Inquiry-Based Stress Reduction (IBSR), an emerging mindfulness and cognitive reframing intervention on teacher’s well-being. Our secondary aims were to assess the effect of IBSR on resilience, burnout, mindfulness, and stress among teachers during the COVID-19 pandemic. Methods: The study was a prospective controlled trial with an intervention group (N = 35) and a comparison control group (N = 32). The intervention took place in the Jerusalem District throughout the school year from November 2019 to May 2020. The sessions were conducted in blended learning that included traditional learning (face-to-face) and online learning. Data was analyzed on an intention-to-treat basis. Results: IBSR blended intervention enhanced the resilience and improved the subjective and psychological well-being of teachers in spite of the breakout of the COVID-19 pandemic and the first lockdown in Israel. Simultaneously the control group suffered from enhanced burnout levels and a decline in psychological and subjective well-being. Conclusions: Implementation of IBSR blended intervention during the school year may benefit teachers’ well-being and ability to flourish, even during stressful events such as the COVID-19 pandemic.

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Section: Discussionmentioning

confidence: 99%

Effect of Inquiry-Based Stress Reduction (IBSR) Intervention on Well-Being, Resilience and Burnout of Teachers during the COVID-19 Pandemic

Zadok-Gurman

Jakobovich

Dvash³

et al. 2021

IJERPH

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“…Continuance intention is a key factor in intuiting teachers’ post-acceptance behavior [ 89 ] as an important educational cognitive choice [ 90 ]. Accordingly, researchers have explored the intention to continue online learning among teachers in different settings, taking into account their experience [ 91 , 92 ], behaviors [ 93 ], skills [ 94 ], emotions [ 95 , 96 ], gender [ 97 ], age [ 98 , 99 , 100 ] and attitudes [ 101 ]. Nevertheless, studies on the continuance intention to use online education are still limited [ 13 , 102 ].…”

Section: Theoretical Framework and Hypothesismentioning

confidence: 99%

Motivation and Continuance Intention towards Online Instruction among Teachers during the COVID-19 Pandemic: The Mediating Effect of Burnout and Technostress

Pânişoară

Lazar

Pânişoară

et al. 2020

IJERPH

165

131

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In-service teachers have various emotional and motivational experiences that can influence their continuance intention towards online-only instruction during the COVID-19 pandemic, as a significant stress factor for their workplace. Derived from the Self-Determination Theory (SDT), Job Demands–Resources Model (JD–R), and Technology Acceptance Model (TAM), the present research model includes technological pedagogical knowledge (TPK) self-efficacy (SE), intrinsic (IM) and extrinsic (EM) work motivation, and occupational stress (OS) (i.e., burnout and technostress which have been examined in tandem) as key dimensions to explain the better continuance intention among in-service teachers to use online-only instruction (CI). Data for the research model were collected from 980 in-service teachers during the COVID-19 outbreak between April and May 2020. Overall, the structural model explained 70% of the variance in teachers’ CI. Motivational practices were directly and indirectly linked through OS with CI. The findings showed that IM has the most directly significant effect on teachers’ CI, followed by TPK-SE, and OS as significant, but lower predictors. IM was positively associated with TPK-SE and negatively associated with EM. The results offered valuable insights into how motivation constructs were related to OS and to a better understanding online instruction in an unstable work context, in order to support teachers in coping during working remotely.

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“…With little to no preparation regarding online language teaching, many language programs in higher educational institutions have quickly transitioned to online teaching and learning following the outbreak of the current pandemic. Recent studies on emergency online language teaching have provided various testimonials on how higher education language programs have swiftly moved from traditional to online teaching (e.g., Gacs et al [1] and Ross and DiSalvo [2]), investigated how the form of language instruction has changed during the COVID-19 pandemic (e.g., Moorhouse [3] and Moser et al [4]), and studied stakeholder perceptions of emergency online learning (e.g., MacIntyre et al [5] and Park and Chung [6]). Many of these studies have, for the most part, echoed promising experiences found among stakeholders, along with meaningful teaching and learning results experienced within their programs.…”

Section: Introductionmentioning

confidence: 99%

The Development of Sustainable Assessment during the COVID-19 Pandemic: The Case of the English Language Program in South Korea

Chung

Choi

2021

Sustainability

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The COVID-19 pandemic has posed challenges to educational systems around the world. In particular, language learning environments being impacted by the pandemic has resulted in a shift from traditional in-person to online language teaching. This paper examines the case of an English language program in South Korea to investigate how the sudden transition to online language teaching has influenced language instructors’ teaching and assessment practice. The current study also examines the level of satisfaction of instructors and students with the changing form of English language teaching and assessment practices. Results showed that a professional learning community was formed by instructors to engage in regular communication as an attempt to develop new forms of assessment practices that were process-oriented and formative. Instructors also assigned multimodal projects to promote sustainable assessments where students could actively utilize target language forms and structures. Students were highly satisfied with new forms of language assessment practices, whereas instructors’ level of satisfaction towards their language assessment practices were somewhat low. Findings provided educators with language assessment suggestions that can offer language instructors ideas to deliver more creative and sustainable language assessment strategies that can promote self-regulated learning and sustainable development.

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Language teachers’ coping strategies during the Covid-19 conversion to online teaching: Correlations with stress, wellbeing and negative emotions

Cited by 592 publications

References 27 publications

Effect of Inquiry-Based Stress Reduction (IBSR) Intervention on Well-Being, Resilience and Burnout of Teachers during the COVID-19 Pandemic

Effect of Inquiry-Based Stress Reduction (IBSR) Intervention on Well-Being, Resilience and Burnout of Teachers during the COVID-19 Pandemic

Motivation and Continuance Intention towards Online Instruction among Teachers during the COVID-19 Pandemic: The Mediating Effect of Burnout and Technostress

The Development of Sustainable Assessment during the COVID-19 Pandemic: The Case of the English Language Program in South Korea

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