Teachers experiences of stress and their coping strategies during COVID - 19 induced distance teaching

Abstract

Mastering distance teaching imposed by the COVID-19 pandemic was challenging for many teachers. In the present cross-sectional survey, we assessed the level of stress that teachers experienced during the lockdown of schools in Germany, their strategies to cope with it, and external and internal barriers for distance teaching with an online questionnaire. Teachers were recruited for the study on the basis of nationwide professional networks (e.g. Eduserver -Education in Germany, The German Education Union (GEW)) as well as by advertising the study on homepages of associations for different special educational needs and in social networks (e.g. Facebook, Instagram). A total of 380 teachers from different school forms participated. They experienced medium to high levels of stress. More than 50 percent of them spent more than four hours daily on remote teaching, with secondary grammar school teachers experiencing significantly more stress and working more hours daily than special education teachers. The vast majority of them experienced technical barriers, but most of them felt able to cope functionally with the stress. Female teachers experienced significantly more stress, but coped with it more often in a functional way; teachers used more functional coping strategies when they expected external factors as barriers for distance teaching. The results imply that teachers' digital skills should be developed, schools should be better equipped with the necessary computer hard-and software, and more research on psychological factors contributing to teachers' willingness to use technologies for remote teaching in the pandemic and beyond should be done.

Challenges of online learning during the COVID-19 pandemic encountered by students in Pakistan

“…The higher authorities of academic institutes adopted online learning to continue the studies. Although online learning seems useful in protecting students' and faculty's health amid COVID-19 pandemic, however, some researchers pointed out that it may not as productive as expected (Kara & Gök, 2020;Klapproth et al, 2020) even it has a potential to be used various digital tools such as tablet and smartphone (Guo et al, 2020). Online learning cannot produce good results in developing countries like Pakistan, where a huge majority of students are not able to access the good internet facility due to technical as well as financial issues.…”

Was wissen wir über schulische Lehr-Lern-Prozesse im Distanzunterricht während der Corona-Pandemie? – Evidenz aus Deutschland, Österreich und der Schweiz

“…( 2020 ) GS Deutsch COVID-19: Strategien der Schulentwicklung in der Krise Jesacher-Rößler und Klein ( 2020 ) GS Deutsch Teachers’ experiences of stress and their coping strategies during COVID-19 induced distance teaching Klapproth et al. ( 2020 ) GS Deutsch Kindsein in Zeiten von Corona Langmeyer et al. ( 2020 ) GS Englisch Energetic students, stressed parents, and nervous teachers: A comprehensive exploration of inclusive homeschooling during the COVID-19 crisis Letzel et al.…”

“…( 2020 ) d Huber und Helm ( 2020 a) d 1949 2152 2222 655 138 7116 DE, AT, CH 24.03.20 06.04.20 MV + Nein 27 Jesacher-Rößler und Klein ( 2020 ) – – – 532 – 532 AT 01.06.20 31.07.20 MV + Nein 28 Klapproth et al. ( 2020 ) 380 – – – – 380 DE 20.04.20 24.05.20 MV + Nein 29 Kugelmeier und Schmolze-Krahn ( 2020 ) – – 1767 – – 1767 DE 14.05.20 21.05.20 MV + Nein 30 Landeselternrat Sachsen ( 2020 ) – – 14.731 – – 14.731 Sachsen 27.05.20 23.06.20 MV + Nein 31 Langmeyer et al. ( 2020 ) – – 8127 – – 8127 DE 22.04.20 04.05.20 MV + Nein 32 Letzel et al.…”

From stress to success: Exploring how Filipino students cope with remote learning amid COVID-19 pandemic

“…Numerous studies have already been conducted to document the coping strategies of students in a remote learning setting (e.g. Baloran, 2020;Croft, Dalton & Grant, 2010;Gong, 2020;Green, Burrow & Carvalho, 2020;Guo et al, 2020;Kimotho, 2018;Klapproth et al, 2020;Kwon, 2010;Matswetu et al, 2020;Nyatsanza & Mtezo, 2013;Osafo, 2017;Petronzi & Petronzi, 2020). Recent studies in the Philippine context had also been conducted to report how university students enrolled under various disciplines cope with stress, but in a faceto-face learning setting (e.g.…”