Teachers Stress: A Narrative Inquiry during COVID-19 Pandemic

Gurrea, Alma T.

doi:10.12691/education-9-6-9

Cited by 3 publications

(2 citation statements)

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“…Compared to elementary and middle school special education teachers, all high school special education teachers were not allocated any psychological services from their schools. Failure to provide teachers with psychological services can negatively affect the quality of their teaching performance, thus jeopardizing students’ academic achievement [ 28 ] and increasing teacher absenteeism [ 15 ].…”

Section: Discussionmentioning

confidence: 99%

Special education teachers’ mental health after reopening schools during Covid-19

Ahmed

2023

PLoS ONE

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The purpose of this study was twofold: (a) explore special education teachers’ mental health after reopening schools during Covid-19 and (b) identify the psychological services that they needed to safeguard their mental health. In total, 10 special education teachers represented the sample of this study: three from middle schools, four from elementary schools, and three from high schools. This sample was selected using the maximal variation sampling technique. One-on-one, semi-structured interviews were carried out with the research participants. Thematic analyses of the data generated two emergent themes: stressors and psychological support. In order to safeguard special education teachers’ mental health, a personalized approach to mental health services has been recommended.

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Section: Discussionmentioning

confidence: 99%

Special education teachers’ mental health after reopening schools during Covid-19

Ahmed

2023

PLoS ONE

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In the past two years, teachers' role has become more complex and diverse due to continuous change in curriculum and educational reforms, updating of teaching methodology, adapting, and incorporating use of technology, and increased of social aggressiveness (Gurrea, 2021). The aim of this study was to determine the work-related stress and adversity quotient as predictor of psychological well-being of local college instructors in the new normal.

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confidence: 99%

Work-Related Stress, Adversity Quotient, and Psychological Well-Being of Local College Instructors in the New Normal

Bawar,

Yango,

Bermudo

2023

TSSJ

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In the past two years, teachers’ role has become more complex and diverse due to continuous change in curriculum and educational reforms, updating of teaching methodology, adapting, and incorporating use of technology, and increased of social aggressiveness (Gurrea, 2021). The aim of this study was to determine the work-related stress and adversity quotient as predictor of psychological well- being of local college instructors in the new normal. Specifically, it investigated the respondents’ level of work-related stress, adversity quotient in terms of control, ownership, reach and endurance, level of psychological well-being in terms of autonomy, environmental mastery, personal growth, positive relations with others, purpose in life, and self-acceptance. Further, the study probed the relationship between the respondents’ level of work-related stress and adversity quotient, level of work-related stress and well-being, and adversity quotient and level of psychological well-being. Finally, it probed the predictive ability of the level of work-related stress, and adversity quotient, taken singly or in combination, of level of psychological well-being of the local college instructors in the new normal. The findings revealed that there was a significant low negative relationship between work-related stress and adversity quotient in terms of ownership . Likewise, no significant relationship was noted between adversity quotient and psychological well-being. Lastly, the work-related stress and adversity quotient did not significantly predict the respondents’ level of psychological well-being. It was concluded in the study that an increase in work-related stress would reduce capability of college instructors to develop interpersonal relationships and have difficulty showing empathy with others; perceived adversity does not affect their psychological well-being; and work-related stress and adversity quotient do not predict psychological well-being of.

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Sociodemographic and work-related differences in teachers’ attitude towards and perceived stress from emergency remote teaching during the COVID-19 pandemic

Kalo,

Koestner,

Dicks

et al. 2023

Sci Rep

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The aim was to investigate the attitude towards and perceived stress from emergency remote teaching (ERT) among teachers during the COVID-19 pandemic. A Germany-wide online survey was conducted among teachers from all school types in March 2021. Data from 31,089 teachers entered analysis. ANOVAs or Welch’s t-tests with post-hoc analyses were performed to determine sociodemographic and work-related group differences in teachers’ attitude towards and perceived stress from ERT. The mean attitude towards ERT was 3.47 (± .84) out of 5 and the mean perceived stress was 5.03 (± .62) out of 6. Regarding the attitude towards ERT, we revealed significant differences for gender, age groups, number of children, occupational group, school management membership, and employment status (p < .05). Regarding perceived stress, significant differences were obtained for gender, age groups, and employment status (p < .05). A more positive attitude towards ERT seems to be associated with lower stress levels. Being female, a higher age, a higher number of children living in the own household as well as working full-time might hinder an effective implementation of remote teaching in school settings in Germany. Policy-makers and schools should think of strategies to improve the attitude towards and decrease perceived stress from remote teaching. This could include subgroup-specific training on the use of digital media, adapted to the work environment.

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Teachers Stress: A Narrative Inquiry during COVID-19 Pandemic

Cited by 3 publications

References 0 publications

Special education teachers’ mental health after reopening schools during Covid-19

Special education teachers’ mental health after reopening schools during Covid-19

Work-Related Stress, Adversity Quotient, and Psychological Well-Being of Local College Instructors in the New Normal

Sociodemographic and work-related differences in teachers’ attitude towards and perceived stress from emergency remote teaching during the COVID-19 pandemic

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