Teacher Exhaustion during COVID-19: Exploring the Role of Administrators, Self-Efficacy, and Anxiety

Pressley, Tim

doi:10.1080/08878730.2021.1995094

Cited by 29 publications

(39 citation statements)

References 34 publications

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“…It is important to note that for both teacher morale and mental health the variables of job satisfaction, administrative support, student mental health, and burnout were all significant predictors. Consistent with previous studies conducted throughout the pandemic, teaching during COVID-19 has taken a toll on teachers mentally (e.g., Pellerone, 2021;Pressley & Ha, 2022) and physically (e.g., Love & Marshall, 2022;Pressley, 2021a).…”

Section: Discussionsupporting

confidence: 75%

“…Teachers' narratives reflected that HyFlex teaching was particularly challenging, as they were never trained to teach in such a way. While Pressley et al (2022) found HyFlex teachers had the greatest increase in anxiety during Fall 2020. While instructional methods have varied and changed throughout the pandemic, teacher mental health remains a concern.…”

Section: Teacher Mental Healthmentioning

confidence: 90%

“…Teaching did not get any easier during the COVID-19 pandemic as teachers became frontline workers asked to provide instruction to students in many different formats. Throughout the pandemic, teachers took on new and unprecedented challenges to provide instruction to students (Love & Marshall, 2022;Marshall et al, 2020;2022a;Pressley & Ha, 2022).…”

Section: Teacher Morale and Mental Health Following The Covid-19 Pand...mentioning

confidence: 99%

“…The impact of the pandemic went beyond teacher stress and burnout. Teacher self-efficacy also decreased as teachers navigated the ever-changing requirements and expectations (Pellerone, 2021;Pressley & Ha, 2022;Walter & Fox, 2021). Thus, many teachers felt they were underperforming pedagogically due to the new requirements and expectations during this time.…”

Section: Teacher Morale and Mental Health Following The Covid-19 Pand...mentioning

confidence: 99%

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

Pressley¹,

Marshall²,

Love³

et al. 2022

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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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Section: Discussionsupporting

confidence: 75%

Section: Teacher Mental Healthmentioning

confidence: 90%

Section: Teacher Morale and Mental Health Following The Covid-19 Pand...mentioning

confidence: 99%

Section: Teacher Morale and Mental Health Following The Covid-19 Pand...mentioning

confidence: 99%

See 2 more Smart Citations

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

Pressley¹,

Marshall²,

Love³

et al. 2022

Preprint

Self Cite

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“…De acuerdo con Cuesta-Moreno (2018), el reconocimiento social de los docentes está conformado por varias trayectorias, en primer lugar, está integrado, por el deber ser institucional, la evaluación profesional del docente y sociedad (alumnos, padres de familia, medios de comunicación, institución, entre otras); por último, los estatutos de estímulos y recompensas. Desde este contexto, sea porque, no se valore la función del docente ni las expectativas que se generan hacia los profesores, condicionará un nivel de ansiedad en ellos (Roig-Ibáñez, 1969;Alvites-Huamaní & Cleofé, 2019;Manrique, 2014;Pressley & Ha, 2022;Alvi et al, 2022). Es evidente que el R.S.…”

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Ansiedad en profesores de educación básica asociada a la Reforma Educativa en México

Narváez¹

2022

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Se estima que existe una proporción significativa de docentes con alteraciones o problemas emocionales. Diversos factores pueden incrementar esta prevalencia. Estos aspectos pueden influir de forma directa o indirecta en la salud mental y/o emocional de los docentes. Uno de los problemas psicológicos más frecuentes entre los profesores es el estrés laboral (EL) que se asocia a diferentes trastornos emocionales, como la ansiedad. Por otra parte, la implementación de la Reforma Educativa (RE) ha provocado diferentes controversias, desde sociales, políticas, culturales, hasta emocionales, que pueden influir en el estado de ánimo y salud mental de los docentes. La presente investigación tiene como objetivo analizar la relación entre la ansiedad y la percepción de las dificultades ante la Reforma Educativa en el trabajo docente. En el estudio participaron 514 docentes del Valle de México, solo complementaron los instrumentos de medición 459. La muestra de profesores que participaron en la investigación no se seleccionó aleatoriamente. La ansiedad se evaluó utilizando el inventario de Ansiedad de Beck y se realizaron cuatro preguntas exprofeso con respecto a la percepción de los maestros sobre RE. Los profesores presentan mayor demanda y exigencia en el trabajo, menor reconocimiento social, los docentes se perciben preocupados, decepcionados con respecto a la Reforma Educativa y esto se asocia de manera significativa con la ansiedad. La Reforma Educativa está relacionada con la ansiedad en los docentes; mayor exigencia y dificultad en el trabajo, y menor reconocimiento social se vinculan de manera significativa con un estado emocional de ansiedad.

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Moving forward in the world: Outcomes and communication for effective reform

Salvatore

2024

Future in Educational Research

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Recent years have given rise to an overwhelming number of challenges, thus complicating the prioritization of desirable outcomes in education. Clarity of purpose is difficult to generate when competing forces rage simultaneously. Yet, success in education reform depends on clear objectives. To encourage clarity in thought and action, this short essay discusses three salient notions: essential outcomes, communication pathways between micro, meso, and macro levels, and the practical ramifications of limited conceptions of “world.” In the inquisitive and explorative spirit of CIES, and in line with the queries that prompted this response, I offer a series of related reflections for each notion, which I hope will spark conversation and embolden our commitment to critical deliberations and thoughtful initiative.

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Teacher Exhaustion during COVID-19: Exploring the Role of Administrators, Self-Efficacy, and Anxiety

Cited by 29 publications

References 34 publications

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

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

Ansiedad en profesores de educación básica asociada a la Reforma Educativa en México

Moving forward in the world: Outcomes and communication for effective reform

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