Teacher Sense of Efficacy and  Capturing the Initial Transition to Remote Instruction

Marshall, David T.; Shannon, David; Love, Savanna M.; Norris, Lindsay

doi:10.1177/00220574221138078

Cited by 5 publications

(3 citation statements)

References 55 publications

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“…Ample research has captured the initial transition to remote instruction at the start of the pandemic (Cash et al, 2022; Daniel, 2020; Marshall, Shannon, et al, 2022). When the following school year began in the fall of 2020, schooling looked quite different depending on where you were in the United States, and the job of being a teacher varied widely depending on a range of factors including learning modality (Marshall and Bradley‐Dorsey, 2022), local politics (DeAngelis & Makridis, 2021), viral spread (Marshall & Bradley‐Dorsey, 2020), and population density (Donohue & Miller, 2020).…”

Section: Discussionmentioning

confidence: 99%

“At Some Point We're Going to Reach Our Limit”: Understanding COVID‐19's impact on teacher burnout and subjective mental health

Marshall,

Smith,

Love

et al. 2023

Psychology in the Schools

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Teachers have faced a variety of challenges since the onset of COVID‐19 in the spring of 2020, including increased workloads, a range of modalities, and COVID‐19 protocols. The challenges associated with teaching during the COVID‐19 pandemic have led to increased burnout and stress, as well as diminished well‐being and mental health in teachers. This study seeks to explore teacher burnout and subjective mental health from the start of the pandemic to the end of the 2020–21 school year. To better understand teachers' experiences during this time, we conducted a nationwide survey (n = 302) with teachers between May and June 2021, as well as four focus groups and four one‐on‐one interviews in the fall of 2021. Results suggest that teachers' subjective mental health, morale, and work‐life balance have significantly declined since the beginning of the pandemic. Teachers reported feeling anxious and burned out from teaching due to greater workloads and decreased support from administrators and parents. We conclude by discussing the implications of teacher subjective mental health and burnout and offer suggestions for better supporting teachers, practitioners, and their mental well‐being.

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Section: Discussionmentioning

confidence: 99%

“At Some Point We're Going to Reach Our Limit”: Understanding COVID‐19's impact on teacher burnout and subjective mental health

Marshall,

Smith,

Love

et al. 2023

Psychology in the Schools

Self Cite

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“…The successful implementation of the mental health wellness program indicated its effectiveness in meeting teachers' needs (Marshall et al, 2022). Recommendations include improving training programs to better prepare and support teachers (Dewaele et al, 2018), aligning with research on emotional competencies enhancing professional well-being (Dewaele et al, 2018).…”

Section: Hi Ghmentioning

confidence: 99%

Mental Health Wellness Program and Elementary Teacher’s Perceived Stress and Adaptability

2024

IJFMR

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Ensuring teachers' mental well-being is crucial to prevent burnout and enhance adaptability, particularly amidst educational transitions like those triggered by the pandemic. This study examines the efficacy of mental health wellness programs in bolstering teachers' adaptability and mitigating perceived stress during such transitions. Conducted among elementary teachers in the Banaybanay district, the research aimed to develop an effective program through a descriptive-correlational quantitative approach involving 147 teachers. Results revealed the perceived effectiveness of the program, moderate levels of perceived stress, and high levels of adaptability among teachers. Significant negative correlations were found between program implementation and perceived stress, suggesting reduced stress with improved implementation, while weaker positive correlations were noted between program implementation and adaptability. The study underscores the importance of tailored mental health policies for policymakers, expanded programs and support systems for school principals, and self-care initiatives for teachers. Future research should focus on longitudinal studies and comparative analyses to further understand adaptability factors, with collaborative efforts among stakeholders pivotal for effective implementation. These findings advocate for a holistic approach to support teacher well-being, emphasizing communication, resource allocation, and data-driven decision-making.

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“…In March 2020, most schools suspended in‐person attendance, and teachers abruptly shifted to virtual instruction, often without adequate time or support (Marshall et al., 2022; Reimers & Schleicher, 2020; Steed & Leech, 2021). By May 2020, 99% of teachers in the United States were delivering instruction online (Hamilton et al., 2020).…”

Section: Introductionmentioning

confidence: 99%

Understanding K‐3 Teachers' Literacy Instructional Practices During the Pandemic‐Impacted 2020–2021 School Year

Wright,

Bruner,

Cummings

et al. 2023

Reading Research Quarterly

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This instrumental case study is focused on understanding more about literacy instruction in K‐3 classrooms during the pandemic‐impacted 2020–2021 school year. The study aims to examine (a) how teachers described their literacy instruction before and during the COVID‐19 pandemic; (b) the types of literacy instructional practices teachers implemented across in‐person, virtual, and hybrid modalities; and (c) how teachers' implementation of these practices aligns with research on early grades literacy instruction. Data included classroom video of 25 teachers' literacy instruction, 162 classroom artifacts (e.g., student work samples), and statewide survey responses from 7110 teachers in spring 2020 and 5811 teachers in spring 2021. Teachers reported spending an average of 1 h less per week on literacy instruction in 2020–2021 as compared to a typical pre‐pandemic school year. Despite these reported declines in instructional time, teachers in all modalities were observed implementing literacy instructional practices at comparable rates as they reported prior to the pandemic. However, teachers' implementations of these practices varied widely, with some teachers providing research‐aligned literacy instruction while others did not. This range in quality was evident across modalities, including within the group of teachers providing in‐person instruction. Results from this study challenge existing theories about instructional time and modality that have been posed to explain the pandemic's negative impacts on elementary students' literacy outcomes.

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Teacher Sense of Efficacy and Capturing the Initial Transition to Remote Instruction

Cited by 5 publications

References 55 publications

“At Some Point We're Going to Reach Our Limit”: Understanding COVID‐19's impact on teacher burnout and subjective mental health

“At Some Point We're Going to Reach Our Limit”: Understanding COVID‐19's impact on teacher burnout and subjective mental health

Mental Health Wellness Program and Elementary Teacher’s Perceived Stress and Adaptability

Understanding K‐3 Teachers' Literacy Instructional Practices During the Pandemic‐Impacted 2020–2021 School Year

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