School teachers: the forgotten frontline workers of Covid-19

Beames, Joanne R; Christensen, Helen; Werner‐Seidler, Aliza

doi:10.1177/10398562211006145

Cited by 46 publications

(37 citation statements)

References 17 publications

(15 reference statements)

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“…These interventions need to include mental health literacy programs and enhancement of access to mental health resources. Smartphone applications have been found to be beneficial in improving mental health among frontline medical workers and it is probable that these types of interventions could be extended to teachers [ 24 ].…”

Section: Discussionmentioning

confidence: 99%

“…The mental health of teachers during the COVID-19 pandemic has been a largely neglected area of study, with limited research focusing on identifying factors that enhance coping and psychological wellbeing [ 24 ]. The study findings underscore the importance of teacher identification in mediating the relationship between fear of COVID-19 and teacher satisfaction and the association between perceived vulnerability to disease, fear of COVID-19 and teacher satisfaction.…”

Section: Discussionmentioning

confidence: 99%

“…Teachers have been positioned as the forgotten frontline workers in the pandemic [ 24 ]. They have been found to experience levels of anxiety, depression, post-traumatic stress disorder, burnout and exhaustion [ 7 , 25 ] at rates that are consistent with those reported in large-scale cross-sectional studies focusing on frontline medical workers [ 26 ].…”

Section: Introductionmentioning

confidence: 99%

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“I Teach, Therefore I Am”: The Serial Relationship between Perceived Vulnerability to Disease, Fear of COVID-19, Teacher Identification and Teacher Satisfaction

Padmanabhanunni

Pretorius

2021

IJERPH

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In early 2020, school closures were implemented globally to curb the spread of the COVID-19 pandemic. In South Africa, emergency remote teaching was not sustainable, and conventional teaching resumed in the context of the second and third waves of the pandemic, heightening fear and anxiety about infection among teachers. The pandemic necessitated shifts in the scope of a teacher’s job, potentially impacting their professional identity and job satisfaction. This study investigated the interrelationship between teaching identification, teaching satisfaction, fear of COVID-19 and perceived vulnerability to disease among a sample of South African school teachers (n = 355). A serial mediation analysis supported the hypotheses that teaching identification mediated both the relationship between fear of COVID-19 and teacher satisfaction and the association between perceived vulnerability to disease, fear of COVID-19 and teacher satisfaction. The findings suggest that teacher identification is a potential protective factor, and strengthening professional identification can potentially assist teachers as they negotiate the uncertainty and stress associated with the current pandemic.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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“I Teach, Therefore I Am”: The Serial Relationship between Perceived Vulnerability to Disease, Fear of COVID-19, Teacher Identification and Teacher Satisfaction

Padmanabhanunni

Pretorius

2021

IJERPH

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“…In contrast, their positive perception of satisfaction could be testified before the pandemic, which caused some stress and concern about teacher's future careers and teaching difficulties. Furthermore, research showed that teacher's mental conditions were impacted between September 2020 and October 2020 in Australia [95]. Overall, the COVID-19 pandemic dilapidated the foundation of teacher's emotional satisfaction, derived from a face-to-face student-teacher relationship in China, Japan, and the United States [90,96].…”

Section: Online Learning Guardian Of Emotionsmentioning

confidence: 99%

Teachers’ Satisfaction, Role, and Digital Literacy during the COVID-19 Pandemic

Ming

2022

Sustainability

109

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The COVID-19 pandemic has unexpectedly affected the educational process worldwide, forcing teachers and students to transfer to an online teaching and learning format. Compared with the traditional face-to-face teaching methods, teachers’ professional role, career satisfaction level, and digital literacy have been challenged in the COVID-19 health crisis. To conduct a systematic review, we use critical appraisal tools from the University of the West of England Framework We removed the irrelevant and lower-quality results to refine the results and scored each selected paper to get high-quality studies with STARLITE. The number of finally included studies is 21. We used the PICO mnemonic to structure the four components of a clinical question, i.e., the relevant patients or population groups, the intervention (exposure or diagnostic procedure) of interest, as well as against whom the intervention is being compared and considered appropriate (outcomes). We formulated five research questions regarding teachers’ professional role, satisfaction, digital literacy, higher educational practice, and sustainable education. The study found that teachers’ professional roles changed complicatedly. Moreover, they were assigned more tasks during the online teaching process, which also implicated a decline in teachers’ satisfaction. After the COVID-19 pandemic, it is necessary to conduct a blended teaching model in educational institutes. Teachers should have adequate digital literacy to meet the new needs of the currently innovative educational model in the future. In addition, the study reveals that teachers’ digital literacy level, career satisfaction, and professional role are significantly correlated. We measured to what degree the three factors affected the online teaching and learning process. Ultimately, the study may provide some suggestions for methodological and educational strategies.

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“…Teachers played a key role in the educational environment during this pandemic. However, little research has been conducted focusing on their mental health, though they served as the forgotten frontline heroes of the COVID-19 pandemic (10). Further, to the best of our knowledge, there is no developed rating scale that can measure the anxiety and/or stress of teachers in response to specific viral epidemics.…”

Section: Introductionmentioning

confidence: 99%

The Schoolteachers' Version of the Stress and Anxiety to Viral Epidemics-9 (SAVE-9) Scale for Assessing Stress and Anxiety During the COVID-19 Pandemic

Yoo

Lee

et al. 2021

Front. Psychiatry

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This study aimed to validate the schoolteachers' version of the Stress and Anxiety to Viral Epidemics-9 (SAVE-9) scale. This scale assessed the work-related stress and anxiety response of schoolteachers to the COVID-19 pandemic. A total of 400 schoolteachers participated in an online survey between March 4 and 15, 2021. The survey questionnaire included the schoolteachers' version of the SAVE-9, Patient Health Questionnaire-9 (PHQ-9), and Generalized Anxiety Disorders-7 (GAD-7) scales. A scree test and parallel analysis suggested a single-factor structure model for the schoolteachers' version of the SAVE-9 scale (real-data eigenvalue = 68.89, 95th percentile of the random eigenvalues = 27.56). The SAVE-9 scale showed good internal consistency (Cronbach's alpha = 0.853) and good convergent validity with GAD-7 (rho = 0.545, p < 0.001) and PHQ-9 (rho = 0.434, p < 0.001) scale scores. This, schoolteachers' version of the SAVE-9 scale is a reliable and valid rating scale that can be applied to teachers in a pandemic situation.

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School teachers: the forgotten frontline workers of Covid-19

Cited by 46 publications

References 17 publications

“I Teach, Therefore I Am”: The Serial Relationship between Perceived Vulnerability to Disease, Fear of COVID-19, Teacher Identification and Teacher Satisfaction

“I Teach, Therefore I Am”: The Serial Relationship between Perceived Vulnerability to Disease, Fear of COVID-19, Teacher Identification and Teacher Satisfaction

Teachers’ Satisfaction, Role, and Digital Literacy during the COVID-19 Pandemic

The Schoolteachers' Version of the Stress and Anxiety to Viral Epidemics-9 (SAVE-9) Scale for Assessing Stress and Anxiety During the COVID-19 Pandemic

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