Teachers’ job stressors and coping strategies: Their structural relationships with emotional exhaustion and autonomy support

Pogere, Elisabete F.; López-Sangil, M. Carmen; García-Señorán, Mar; González, Antonio

doi:10.1016/j.tate.2019.07.001

Cited by 60 publications

(50 citation statements)

References 87 publications

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“…1. Perceived Stress Questionnaire (PSQ, 20-item) [ 107 ]: The PSQ evaluates subjective experience of perceived stressful situations [ 105 ]. The scale includes 20 items (e.g., “You have many worries”) that are formulated positively and negatively to reduce acquiescence bias, and each item is assessed on a 4-point Likert-type scale from 1 (“almost never”) to 4 (“almost always”).…”

Section: Methodsmentioning

confidence: 99%

“…Developing teachers' abilities to cope with negative affect and emotional exhaustion is key in an academic context, as it has a meaningful effect on learning processes in the classroom setting and plays a significant role in fostering students' learning engagement [77,[98][99][100][101][102]. It also plays a protective role among teachers, increasing the quality and health of teachers' psychosocial environment and working life [103][104][105][106].…”

Section: Ei For Educational Developmentmentioning

confidence: 99%

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Teacher Training Can Make a Difference: Tools to Overcome the Impact of COVID-19 on Primary Schools. An Experimental Study

Pozo-Rico

Corbí

Izquierdo

et al. 2020

IJERPH

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Overcoming the impact of the coronavirus pandemic (COVID-19) on primary schools is an emerging need and priority in the current social welfare system. Accordingly, this study presents an empirical learning package to support teachers, who perform frontline work in schools, in coping with stress, preventing burnout, improving their information and communications technology (ICT) competency, and introducing the principles of emotional intelligence (EI) in the classroom. The participants included 141 primary school teachers (M = 38.4 years, SD = 6.84; 54.6% women). They were randomly assigned to an experimental or control group. The experimental group participated in the 14-week teacher training program, whereas the control group did not participate in the program or receive any other training during the intervention. Repeated-measures analysis of variance (time x group) was performed to identify the effects of the teacher training program. Teachers who participated in the training program evaluated it positively and showed significant differences compared to the control group in their abilities to cope with stress and avoid burnout, their ICT competency, and their introduction of EI in the classroom. Implications for supporting teachers are discussed.

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Section: Methodsmentioning

confidence: 99%

Section: Ei For Educational Developmentmentioning

confidence: 99%

Teacher Training Can Make a Difference: Tools to Overcome the Impact of COVID-19 on Primary Schools. An Experimental Study

Pozo-Rico

Corbí

Izquierdo

et al. 2020

IJERPH

View full text Add to dashboard Cite

show abstract

“…According to one of the dominant inventories of coping, the COPE scale (Carver et al, 1989), coping strategies can largely be organised into two groups: problem-focused strategies (intended to alter the source of the stress; e.g., planning for the future), and emotion-focused strategies (intended to alter the emotional experience of stress; e.g., seeking emotional support). For example, workload can often instigate teachers' use of emotion-focused coping strategies while student misbehaviour is more likely to lead to problem-focused coping strategies (Pogere et al, 2019). During COVID-19, with its unique practical and emotional challenges, it is likely that these stressors will trigger the use of both groups of coping strategies.…”

Section: Teacher Stress and Copingmentioning

confidence: 99%

“Like a rug had been pulled from under you”: The impact of COVID-19 on teachers in England during the first six weeks of the UK lockdown

Kim¹,

Asbury²

2020

Preprint

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Background: On 20th March 2020, in response to COVID-19, UK schools were closed to most pupils. Teachers were required to put remote teaching and learning in place with only two days’ notice from the government. Aims: The current study explores teachers’ experiences of this abrupt change to their working practices, and during the 5-6 weeks that followed. Sample: Twenty-four teachers from English state schools were interviewed, representing mainstream primary and secondary schools and a range of years of experience and seniority. Methods: Participants were asked to tell stories of three key scenes during the first 5-6 weeks of lockdown: a low point, a high point and a turning point. A reflexive thematic analysis of their narratives was conducted.Results and Conclusions: Six themes were identified: uncertainty, finding a way, worry for the vulnerable, importance of relationships, teacher identity and reflections. Teachers’ narratives suggest that, after an initial period of uncertainty they settled into the situation and found a way forward, supported by strong relationships. However, they remain extremely worried about the most vulnerable pupils and want more joined up thinking from the government on how to support them effectively, along with clarity from policymakers to enable planning ahead. Teachers reflected on how to use their learning during this period to improve pupils’ experiences of education post COVID-19, and on how aspects of shared teacher identity have worked as stressors and coping mechanisms. These initial interviews form the baseline for a longitudinal interview study of teachers’ experiences of COVID-19 in England.

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“…seeking emotional support). For example, workload can often instigate teachers’ use of emotion‐focused coping strategies while student misbehaviour is more likely to lead to problem‐focused coping strategies (Pogere et al ., 2019). During COVID‐19, with its unique practical and emotional challenges, it is likely that these stressors will trigger the use of both groups of coping strategies.…”

Section: Introductionmentioning

confidence: 99%

‘Like a rug had been pulled from under you’: The impact of COVID‐19 on teachers in England during the first six weeks of the UK lockdown

Kim

Asbury

2020

Brit J of Edu Psychol

361

301

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Background. On 20 March 2020, in response to COVID-19, UK schools were closed to most pupils. Teachers were required to put remote teaching and learning in place with only two days' notice from the government. Aims. The current study explores teachers' experiences of this abrupt change to their working practices, and during the 5-6 weeks that followed. Sample. Twenty-four teachers from English state schools were interviewed, representing mainstream primary and secondary schools and a range of years of experience and seniority. Methods. Participants were asked to tell stories of three key scenes during the first 5-6 weeks of lockdown: a low point, a high point, and a turning point. A reflexive thematic analysis of their narratives was conducted. Results and Conclusions. Six themes were identified: uncertainty, finding a way, worry for the vulnerable, importance of relationships, teacher identity, and reflections. Teachers' narratives suggest that, after an initial period of uncertainty they settled into the situation and found a way forward, supported by strong relationships. However, they remain extremely worried about the most vulnerable pupils and want more joined-up thinking from the government on how to support them effectively, along with clarity from policymakers to enable planning ahead. Teachers reflected on how to use their learning during this period to improve pupils' experiences of education post-COVID-19, and on how aspects of shared teacher identity have worked as stressors and coping mechanisms. These initial interviews form the baseline for a longitudinal interview study of teachers' experiences of COVID-19 in England. On 20 March 2020, after the announcement of a national lockdown, England's schools were closed to all pupils other than key workers' children and those deemed vulnerable. By this date, schools in 137 countries were closed as a result of COVID-19 (The World Bank, 2020). These decisions have affected 1.5 billion students around the world and 11.2 million primary and secondary school pupils in the UK (The World Bank, 2020; UNESCO, 2020a). This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.

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Teachers’ job stressors and coping strategies: Their structural relationships with emotional exhaustion and autonomy support

Cited by 60 publications

References 87 publications

Teacher Training Can Make a Difference: Tools to Overcome the Impact of COVID-19 on Primary Schools. An Experimental Study

Teacher Training Can Make a Difference: Tools to Overcome the Impact of COVID-19 on Primary Schools. An Experimental Study

“Like a rug had been pulled from under you”: The impact of COVID-19 on teachers in England during the first six weeks of the UK lockdown

‘Like a rug had been pulled from under you’: The impact of COVID‐19 on teachers in England during the first six weeks of the UK lockdown

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