Teachers feeling the burden of COVID-19: Impact on well-being, stress, and burnout

Kotowski, Susan; Davis, Kermit G.; Barratt, Clare L.

doi:10.3233/wor-210994

Cited by 71 publications

(72 citation statements)

References 29 publications

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“…This study contributes to current literature on the effects of the COVID-19 pandemic on teachers, where most studies have focused on the psychological stress among teachers [ 11 , 25 ] and/or the impact of remote learning on education [ 10 , 26 ]. Fukuda and Fukuda (2022) found that one of the contributions to educators’ stress included infection prevention [ 25 ].…”

Section: Discussionmentioning

confidence: 99%

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Barriers to COVID-19 Intervention Implementation in K-5 Classrooms: A Survey of Teachers from a District with Mask Mandates despite a Statewide Mask Mandate Ban

Wilson

Ogunseye

DiGioia

et al. 2022

IJERPH

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The study objective was to characterize K-5 teachers’ risk perceptions and experiences with CDC COVID-19 classroom guidance in an Arizona school district with a mask mandate, conflicting with a statewide mask mandate ban. Methods: Public school teachers (n = 111) were recruited between 14 December 2021, and 31 January 2022, for an anonymous online survey with questions on seven important topics related to: (1) population demographics, (2) teachers’ perceptions of COVID-19 in the workplace, (3) masks, (4) physical distancing, (5) surface transmission routes, (6) air flow, and (7) contact tracing protocols. Descriptive statistics were calculated, and statistically significant differences in categorical responses by grade level taught were investigated with Fisher’s exact test. Results: There were 76 complete responses. No significant differences across grade levels were found. More than half (53%, 43/81) reported not feeling protected from occupational COVID-19 exposure. Lack of mask usage/enforcement was the most frequently listed reason (40%, 17/42). Physical distancing barriers included large student-teacher ratios. Conclusions: Consistent mask guidance at state and local levels, increased financial support, and lower student-teacher ratios may improve the implementation of CDC guidance for classrooms. Conflicting statewide and district-level school mask policies may negatively impact teachers’ risk perceptions.

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Section: Discussionmentioning

confidence: 99%

“…The stress and organizational challenges and feelings of burnout among teachers internationally are widely recognized [ 9 , 10 , 11 , 12 , 13 ]. In the U.S., specifically, the real-world challenges for teachers in implementing CDC guidance for K-12 schools are not well characterized.…”

Section: Introductionmentioning

confidence: 99%

Barriers to COVID-19 Intervention Implementation in K-5 Classrooms: A Survey of Teachers from a District with Mask Mandates despite a Statewide Mask Mandate Ban

Wilson

Ogunseye

DiGioia

et al. 2022

IJERPH

View full text Add to dashboard Cite

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“…In a study examining the impact of COVID-19 on well-being, 72% of teachers surveyed reported feeling very or extremely stressed, and 57% felt very or extremely burned out [4]. Poor office ergonomics and discomfort have been identified as major contributing factors to the increase in stress [5]; a study which examined the ergonomics of virtual offices conducted an 8-month follow-up survey and found that faculty and staff working with just a laptop continued to report high levels of body discomfort [6]. Additional contributing stress factors unique to remote work have been identified as increased workload, peer interaction, organization climate, and role ambiguity [7].…”

Section: Introductionmentioning

confidence: 99%

How does the working environment transition impact perceived work-related quality of life for postsecondary teachers within the United States?

Horton

Jacobs

2022

WOR

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BACKGROUND: The COVID-19 pandemic has profoundly affected societal norms and shifted much of the workforce in the United States to a virtual landscape. Working and learning from home (or “remotely”) has become common in nearly every field, including higher level education. Each institution has implemented policies regarding remote work, and with the different policies educators are confronted with different conditions which affect their perceived level of stress and quality of working life. OBJECTIVE: The objective of this study is to examine how the transition to working from home contributes to work-related stress and perceived quality of life among postsecondary educators during the first year of COVID-19 related institutional working policies. METHOD: The study used a cross-sectional survey design. The survey was distributed online using email and social media to 1,575 postsecondary teachers in all four regions of the United States between February and March 2021. The survey collected demographic and institutional policy information related to remote work, in addition to the Work-Related Quality of Life Survey which gathers data on indicators of general well-being, job satisfaction, perceived control at work, perceived stress at work, working conditions, and work-life balance. RESULTS: Data was analyzed from 222 (14% response rate) respondents; 49% worked remotely full-time, 47% worked on a hybrid schedule (part-time remote, part-time on campus), and 4% were on campus full-time. The findings suggest that postsecondary teachers who worked in a hybrid program throughout 2020 felt they had more control at work and a higher overall quality of working life, while those who worked remote only or on-campus only felt more stress at work. The results also suggest that less time spent working from home contributes to higher stress and the perception of decreased control at work. CONCLUSIONS: Based on the survey results, remote working policies in higher education institutions have an impact on work-related quality of life and stress felt by their faculty. These findings can be used to guide the implementation of work-from-home or return-to-campus policies.

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“…In a survey conducted in Greece in 2020, changes were found in teachers' mind and body related to COVID-19, and results showed that many teachers felt anxious due to the COVID-19 pandemic [28]. Compared with before the pandemic, mental changes were associated with decreased QOL [29], increased stress [30], and increased burnout [30,31]. There are some reports that female faculty are more likely to develop fear, depression, stress disorders and depression in comparison of sex [32].…”

Section: Introductionmentioning

confidence: 99%

Psychological and Physical Changes Caused by COVID-19 Pandemic in Elementary and Junior High School Teachers: A Cross-Sectional Study

Wakui

Noguchi

Ichikawa

et al. 2022

IJERPH

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This study aimed to determine psychological and physical differences in elementary and junior high school teachers during COVID-19. This questionnaire-based cross-sectional study was conducted among 427 teachers in Tokyo, Japan (between 15 and 30 October 2020). The questionnaire explored school type (elementary and middle schools), sex, age, and COVID-19 changes (psychological changes, physical changes, impact on work, and infection control issues perceived to be stressed). Post hoc tests for I cannot concentrate on work at all, found a significant difference for no change–improved and male teacher in elementary school female teacher in junior high school (p = 0.03). Regarding stress situation due to implementation of COVID-19 infection control, there were significant differences for disinfection work by teachers between male teachers in elementary school female teachers in junior high school (p = 0.04) and female teachers in elementary school female teachers in junior high school (p = 0.03). COVID-19 produced differences in psychological and physical changes between male and female teachers in elementary and junior high schools. Some experienced psychological and physical stress, whereas others showed improvement. Given that teachers’ mental health also affects students’ educational quality, it is important to understand and improve teachers’ psychological and physical circumstances and stress.

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Teachers feeling the burden of COVID-19: Impact on well-being, stress, and burnout

Cited by 71 publications

References 29 publications

Barriers to COVID-19 Intervention Implementation in K-5 Classrooms: A Survey of Teachers from a District with Mask Mandates despite a Statewide Mask Mandate Ban

Barriers to COVID-19 Intervention Implementation in K-5 Classrooms: A Survey of Teachers from a District with Mask Mandates despite a Statewide Mask Mandate Ban

How does the working environment transition impact perceived work-related quality of life for postsecondary teachers within the United States?

Psychological and Physical Changes Caused by COVID-19 Pandemic in Elementary and Junior High School Teachers: A Cross-Sectional Study

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