Teacher Stress and Social Support Usage

Ferguson, Kristen; Mang, Colin F.; Frost, Lorraine

doi:10.26522/brocked.v26i2.606

Cited by 33 publications

(39 citation statements)

References 30 publications

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“…This is reliable for the teaching function in Chile, with a Cronbach’s Alpha 0.941 and a Cronbach’s Alpha based on standardized items of 0.946 [ 31 ]. For the empirical analysis of the data, the principal component analysis (PCA) was used, a type of multivariate statistical analysis previously used in teaching-stress research [ 65 , 66 , 67 , 68 , 69 ]. Along with this process, the consistency of dimensions was analyzed using Cronbach’s Alpha, as presented in previous research [ 29 ].…”

Section: Methodsmentioning

confidence: 99%

Teacher Technostress in the Chilean School System

Estrada-Muñoz

Castillo

Vega-Muñoz

et al. 2020

IJERPH

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The expanded use of information technology in education has led to the emergence of technostress due to a lack of adaptation to the technological environment. The purpose of this study is to identify the levels of technostress in primary and secondary education in 428 teachers using a RED-TIC questionnaire, of which skepticism, fatigue, anxiety, and inefficiency are the main components. For the empirical analysis of the data, principal component analysis (PCA) and confirmatory factor analysis (CFA) were used. The results show that 12% of Chilean teachers participating in the study feel techno-fatigued, 13% feel techno-anxious, and 11% present both conditions. Male teachers show a higher incidence of techno-anxiety and techno-fatigue than their female peers. It can be concluded that the questionnaire used is a reliable tool to evaluate the presence of technostress, and it manifests itself importantly in its components of techno-anxiety and techno-fatigue in Chilean teachers.

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Section: Methodsmentioning

confidence: 99%

Teacher Technostress in the Chilean School System

Estrada-Muñoz

Castillo

Vega-Muñoz

et al. 2020

IJERPH

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“…Experiencing stress, women more often than men seek social support [ 37 , 40 ]. Lack of social support, or insufficient social support, is positively related with emotional exhaustion [ 41 ].…”

Section: Introductionmentioning

confidence: 99%

“…Lack of social support, or insufficient social support, is positively related with emotional exhaustion [ 41 ]. However, it has been indicated that too frequent talk about stress may have negative consequences in the form of the decrease of professional commitment and the sense of career [ 40 ].…”

Section: Introductionmentioning

confidence: 99%

Teachers’ mental health during the first two waves of the COVID-19 pandemic in Poland

2021

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Background Teaching work is stressful, moreover during the pandemic teachers’ stress might have been intensified by distance education as well as by limited access to social support, which functions as a buffer in experiencing stress. The aim of the research was to investigate the relation between distance education and teachers’ well-being, and their close relations and other social relations during the first two waves of the COVID-19 pandemic. Methods The research was conducted in two stages on 285 Polish primary and secondary school teachers who were recruited by means of the chain referral method. The following measures were used: The Depression Anxiety & Stress Scales-21, Berlin Social Support Scales, The Relationship Satisfaction Scale and The Injustice Experience Questionnaire. Results The teachers experienced at least mild levels of stress, anxiety and depression, both during the first as well as the second waves of the COVID-19 pandemic in Poland. It has been confirmed that there is a negative relation between relationship quality change and social relations quality change, and stress, anxiety and depression. The variables taken into consideration in the research have provided the explanation for the variation of stress—from 6% in the first stage of the research to 47% in the second stage; for the variation of anxiety—from 21% to 31%; and for the variation of depression—from 12% to 46%, respectively. Conclusions The research results show that due to distance work the distinction between professional work and family life might have been blurred, and as a consequence teachers’ well-being could have been worsened. The isolation put on to stop the spreading of the virus might have contributed to changes in social relations, in close relations in particular, and at the same time negatively influenced teachers’ abilities to effectively cope with the crisis situations.

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“…Moreover, teachers' emotions are associated with teacher quality and relationship with students (for review of studies, see Frenzel et al, 2016): positive emotions are related to effective teaching (Frenzel et al, 2016;Makhwathana et al, 2017) and negative emotions frequently result in loss of control and negative behavior (Makhwathana et al, 2017). Teacher's performance may suffer owing to high levels of stress and this may impact on student learning (during distance education, too; Ferguson et al, 2017), and school reform (in our research study the term reform is associated with transformation of education due to the coronavirus pandemic) revealed potentially high levels of emotional stress triggered by externally mandated performance criteria (Yoo & Carter, 2017). Emotion and emotional distress, therefore, cannot be considered separate from the learning environment.…”

Section: Research Focusmentioning

confidence: 99%

Distance Education During Covid-19: The Perspective of Slovak Teachers

Mikušková

Verešová

2020

PEC

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As the new coronavirus SARS-CoV-2 (causing COVID-19) has begun to spread around the world, education has taken the form of distance education from one day to the next. To this day, little is known about distance education during the pandemic period from teachers’ point of view, so the study focused on perception and management of distance education in primary school (primary and lower secondary education) and upper-secondary school (upper secondary education) teachers; and the main aim was to explore the connection between teaching experience, personality traits, and emotions of teachers and their perception and management of distance education during the coronavirus pandemic. The research sample consisted of 379 teachers (89.7% women) aged 23 – 70 years (M = 44.91; SD = 10.38). They completed the questionnaire which consisted of: demographic questions, questions related to perception and management of distance education, the Positive and Negative Affect Schedule and the Big Five Inventory 2. During the pandemic period, the negative emotions of teachers increased while positive emotions decreased; distance education was closely related to emotions (and changes in emotions) and personality; moreover, teachers reported willingness to implement partial changes into their teaching after the pandemic period.

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Teacher Stress and Social Support Usage

Abstract: In

Cited by 33 publications

References 30 publications

Teacher Technostress in the Chilean School System

Teacher Technostress in the Chilean School System

Teachers’ mental health during the first two waves of the COVID-19 pandemic in Poland

Distance Education During Covid-19: The Perspective of Slovak Teachers

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