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

Pressley, Tim; Marshall, David T.; Love, Savanna M.; Neugebauer, Natalie M.

doi:10.31235/osf.io/9yxaq

Cited by 8 publications

(6 citation statements)

References 28 publications

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“…This timing could have impacted the results in several ways. For example, educator morale and mental health were low during this time (Pressley et al, 2022) and some special educators reported that COVID-19 created additional job stress, both of which could have caused teachers to respond more negatively than they would have responded in non-pandemic years. Furthermore, some special educators indicated that COVID-19 negatively impacted their ability to write IEPs collaboratively; thus, the results related to collaboration may not be reflective of educators' practices when schools are operating in a fully in-person format.…”

Section: Limitationsmentioning

confidence: 99%

Special Educators’ Training and Preparedness to Write Individualized Education Programs

Blasko,

Morin,

Lindström

et al. 2024

Teacher Education and Special Education: The Journal of the Tea

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Over the last decade, there has been ample evidence reporting the lack of high-quality and compliant Individualized Education Programs (IEPs) in the United States. This problem has many consequences, including poor student outcomes and failure to follow legal due process. Despite these consequences, research has not thoroughly examined the perspectives and needs of special educators on IEP development or the role of pre-service training on special educators’ ability to write high-quality, compliant IEPs. To address this gap, this study surveys 218 Pennsylvania special educators to examine their perspectives on the sufficiency of their pre-service training to write high-quality IEPs. Data on the types of training and support special educators need to successfully write IEPs were also gathered. Results provide information on needed teacher preparation program components, supports for in-service special educators when writing IEPs, and areas for future professional development. Implications and future directions for training on writing IEPs are discussed.

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Section: Limitationsmentioning

confidence: 99%

Special Educators’ Training and Preparedness to Write Individualized Education Programs

Blasko,

Morin,

Lindström

et al. 2024

Teacher Education and Special Education: The Journal of the Tea

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“…There are opposing views on the necessity of collecting race-based data within the U.S. government. However, in mid-April, 2020, the Congressional Black Caucus introduced legislation, The Equitable Data Collection and Disclosure on COVID-19 Act , to ensure that the Department of Health and Human Services would begin to collect and post essential demographic data such as race, ethnicity, sex, age, and socioeconomic and disability status, daily on the Centers for Disease Control and Prevention website along with COVID-19-related testing, treatment, and outcomes (Atkins, 2020; Pressley, 2020). As of early June, 2020, states were required to report COVID-19 data by race and ethnicity, which is essential for the identification of community needs and the best ways to allocate vital resources (Shelton, 2020).…”

Section: Owning the Pastmentioning

confidence: 99%

How mental health professionals can address disparities in the context of the COVID-19 pandemic.

Loeb¹,

Ebor²,

Smith-Clapham³

et al. 2021

Traumatology

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The Coronavirus, 2019 (COVID-19) pandemic is an unparalleled crisis, yet also a unique opportunity for mental health professionals to address and prioritize mental and physical health disparities that disproportionately impact marginalized populations. Black, indigenous, and people of color have long experienced structural racism and oppression, resulting in disproportionately high rates of trauma, poverty, and chronic diseases that span generations and are associated with increased COVID-19 morbidity and mortality rates. The current pandemic, with the potential of conferring new trauma exposure, interacts with and exacerbates existing disparities. To assist mental health professionals in offering more comprehensive services and programs for those who have minimal resources and the most profound barriers to care, 4 critical areas are highlighted as being historically problematic and essential to address: (a) recognizing psychology's role in institutionalizing disparities; (b) examining race/ethnicity as a critical variable; (c) proactively tackling growing mental health problems amid the and (d) understanding the importance of incorporating historical trauma and discrimination in research and practice. Recommendations are provided to promote equity at the structural (e.g., nationwide, federal), professional (e.g., the mental health professions), and individual (e.g., practitioners, researchers) levels.

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“…The pandemic has raised widespread concern and presented unprecedented challenges for educational institutions (Oducado, 2020). Apart from the obvious risks to physical health, the psychological impact of COVID-19 also carries significant threats and dangers to mental health and well-being as higher levels of anxiety and stress are further exacerbated by the uncertainty of the situation (Pressley et al, 2022;Rabacal et al, 2020;Santiago et al, 2023). In the advent of the pandemic, there was a significant decline in the mental health and well-being of teachers due to various additional demands present in their work environment.…”

Section: Introductionmentioning

confidence: 99%

Teachers’ mental health status in new normal among public secondary schools in Jolo, Sulu

Asak,

Jalilul,

Asiri

2024

Soc. Psy. Hum. Exp.

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This study analyzed the mental health status of the public secondary teachers in Jolo, Sulu, Philippines. This study was a descriptive research that described the emotional well-being, support perception, stress level, anxiety level, depression, as well as resilience and coping mechanisms of the public teachers. Three public secondary schools were selected in this study. There were one hundred twenty (n=120) public school teachers who participated in the study—forty in each institution. This study adapted Warwick Edinburgh Mental Well-being Scale (WEMWBS), Teachers Mental Health Check-in Survey, Depression Anxiety Stress Scales (DASS-21), Connor-Davidson Resilience Scale (CD-RISC-10), and Carver Brief COPE Inventory as the research questionnaire. The teachers demonstrated positive emotional state, low levels of anxiety, stress, and depression, and high resilience, all indicative of their effective management of mental health challenges in the new normal. Specifically, they reported having the feeling of optimism, love, being supported, relaxed, and mental fortitude. They were also able to respond to the challenges they face by getting advice, seeking emotional support, self-reflection, and find comfort from their religion or spiritual beliefs. However, this study did not evidently describe the interactions between support systems and anxiety, stress, and depression levels. Hence, it is essential for further research to explore the specific types of support and coping strategies that most effectively promote these positive emotional states and resilience among teachers.

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

Cited by 8 publications

References 28 publications

Special Educators’ Training and Preparedness to Write Individualized Education Programs

Special Educators’ Training and Preparedness to Write Individualized Education Programs

How mental health professionals can address disparities in the context of the COVID-19 pandemic.

Teachers’ mental health status in new normal among public secondary schools in Jolo, Sulu

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