Silent expectations: An exploration of women pre-Kindergarten teachers’ mental health and wellness during Covid-19 and beyond

Rodríguez, Vanessa; Rojas, Natalia; Rabadi-Raol, Ayesha; Souto‐Manning, Mariana; Brotman, Laurie Miller

doi:10.1016/j.ecresq.2021.12.006

Cited by 22 publications

(22 citation statements)

References 42 publications

(42 reference statements)

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“…On the other hand, the results show that students in the context of a pandemic have valued even more the presence and closeness of their teachers, highlighting as relevant being able to feel cared for and welcomed in their needs. Consistent with the literature reviewed, these results show the high demand that has fallen on teachers, which, as we pointed out, is strongly feminized ( Kelleher, 2011 ; Gluz and Elías, 2020 ), who have had to take on care roles toward their families as well as toward their students, with a strong impact on their own wellbeing and health ( Salas et al, 2020 ; Troitinho et al, 2021 ; Rodriguez et al, 2022 ).…”

Section: Discussionsupporting

confidence: 86%

“…Teachers respond to students’ academic, physical, and emotional needs through positive teacher-student relationships ( Jones and Kessler, 2020 ), which contributes to students’ wellbeing ( Lavy and Naama-Ghanayim, 2020 ; Johnston et al, 2022 ). However, research on the ethics of care in the context of the pandemic has revealed that social expectations exist to a greater extent toward women teachers, who in a feminized career such as teaching, are often seen as those in charge of care and professional emotional management, playing multiple roles both for their own families and for the community educational ( Rodriguez et al, 2022 ), which places the threat of increasing gender inequalities in teacher development ( Kelleher, 2011 ; Gluz and Elías, 2020 ). In Latin America, digital connectivity and the economic resources that families own are worse and weaker in terms of availability, accessibility, acceptability, and adaptability ( UN General Assembly, 1996 ) than those in Europe and Asia ( Almazán, 2020 ; Reimers and Schleicher, 2020 ).…”

Section: Introductionmentioning

confidence: 99%

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Wellbeing of School Communities in the Context of COVID-19 Pandemic: A Qualitative Study in Chilean Low-SES Schools

et al. 2022

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The COVID-19 pandemic continues to impact schools and how education is conveyed to students. One of the aspects that has gained strength is supporting the wellbeing of educational communities. The purpose of this study was to describe and understand the construction of school wellbeing during the pandemic, based on the notion of collective and sustainable wellbeing. Through a qualitative design, we conducted a study in four Chilean low-SES schools in which a national school mental health program is implemented. A total of 41 in-depth interviews and one group interview were conducted with students, parents, teacher, teacher assistants, school principals, psychosocial professionals, and the school mental health officers during the second half of the 2020 school year. Thematic content analyses showed that, while facing the school closure challenges, schools strived to protect students’ and teachers’ wellbeing. However, participants highlighted necessary conditions for sustaining the school community’s wellbeing and mental health in the context of the COVID-19 pandemic: assuring digital connectivity for all students; coordinated work with families and within the school; strengthening networks; curriculum adaptation and diversified pedagogical strategies; and emotional support toward teachers, families, and students. We discuss these findings and their implications for a sustainable and collective perspective of the wellbeing of school communities in low-SES schools, as well as for policy, practice, and research from the perspective of schools for social justice and health promotion.

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Section: Discussionsupporting

confidence: 86%

Section: Introductionmentioning

confidence: 99%

Wellbeing of School Communities in the Context of COVID-19 Pandemic: A Qualitative Study in Chilean Low-SES Schools

et al. 2022

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“…Beyond the support teachers receive, students also play a key role in teacher mental health as the current study found student mental health as a significant predictor. Though previous studies have not explored this aspect, other studies have found the relationships teachers build with their students play a significant role in teacher mental health (Kush et al, 2021;Rodriguez et al, 2022). This was especially true for teachers in an online environment (Minihan et al, 2022;Walter & Fox, 2021).…”

Section: Discussionmentioning

confidence: 99%

“…In addition, the challenges of online teaching, including the lack of connection to students, have been shown to negatively impact teacher well-being and mental health (Baker et al, 2021;Cormier et al, 2022). The lack of connection to students that many teachers experienced and the inability to build meaningful relationships with their students affected teachers' mental health and posed a significant barrier to their personal and professional development (Rodriguez et al, 2022). Kush and colleagues (2021) found a striking difference in teacher mental health based on the teaching format.…”

Section: Teacher Mental Healthmentioning

confidence: 99%

Teacher Morale and Mental Health at the Conclusion of the COVID-19 Pandemic

Pressley¹,

Marshall²,

Love³

et al. 2022

Preprint

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As teachers entered the 2021-2022 school year, schools tasked teachers with the challenge of closing the learning loss gap, maintaining the same standards as a typical school year, implementing COVID-19 safety protocols, and teaching to grade-level grades standards. The current study used the theoretical framework of teacher demoralization to explore teacher morale and mental health at the end of the 2021-2022 school year. The sample included 830 PK-12 individual teachers from across the United States. Analysis used Pearson’s correlations and the hierarchical multiple regression model to determine predictor variables. The results found significant predictors for both teacher morale and mental health. Implications focus on steps school leaders can take to support teacher well-being.

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“…In this study, we examined the emotional acting of preschool teachers in the U.S. Previous emotional labor research has focused predominantly on K-12 teacher-student interactions within U.S. and international contexts (Wang et al, 2019) to appropriately manage their increased stress and fears (Rodriguez, Rojas, Rabadi-Raol, Souto-Manning, & Brotman, 2021) and to promote positive relational exchanges within their school-based collaborations.…”

Section: Discussion and Implications For Practicementioning

confidence: 99%

Preschool Teachers’ Emotional Acting and School-Based Interactions

Brown

Vesely

Mehta

et al. 2022

Early Childhood Educ J

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How preschool teachers manage and express their feelings across school-based interactions (e.g., teacher-child, teacherfamily, and teacher-colleague) has implications for their professional success and the developmental and academic outcomes of their relational counterparts. This study explores how preschool teachers make sense of their emotional labor, or the deliberate expression or suppression of emotions to achieve organizational goals, in the context of three professional interactions. Qualitative findings show preschool teachers' decisions to engage in particular types of emotional acting are both informed by and a facilitator of the strength and intimacy of their relationships. Implications for research, practice and policy are reviewed.

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Silent expectations: An exploration of women pre-Kindergarten teachers’ mental health and wellness during Covid-19 and beyond

Cited by 22 publications

References 42 publications

Wellbeing of School Communities in the Context of COVID-19 Pandemic: A Qualitative Study in Chilean Low-SES Schools

Wellbeing of School Communities in the Context of COVID-19 Pandemic: A Qualitative Study in Chilean Low-SES Schools

Teacher Morale and Mental Health at the Conclusion of the COVID-19 Pandemic

Preschool Teachers’ Emotional Acting and School-Based Interactions

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