Teachers, Stress, and the COVID-19 Pandemic: A Qualitative Analysis

Robinson, Luz E.; Valido, Alberto; Drescher, Anne; Woolweaver, Ashley B.; Espelage, Dorothy L.; LoMurray, Scott; Long, Anna C. J.; Wright, Ashlen A.; Dailey, Megan M.

doi:10.1007/s12310-022-09533-2

Cited by 97 publications

(80 citation statements)

References 30 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Video conferencing and other online resources became the new normal in the delivery of education. The technical skills of teachers in using digital tools for teaching and communication might have affected their perceptions of remote teaching, as teachers with fewer digital skills may perceive remote techniques as a burden [ 7 , 8 ], resulting in work-related stress [ 9 ]. Teachers must find time to attend to various online learning-related needs of students, and a key challenge faced by teachers has been to resolve the digital divide amongst students [ 10 ].…”

Section: Introductionmentioning

confidence: 99%

Teachers’ Well-Being and Associated Factors during the COVID-19 Pandemic: A Cross-Sectional Study in Hong Kong, China

Lau

Shum

Man

et al. 2022

IJERPH

View full text Add to dashboard Cite

School teachers have faced many challenges due to the coronavirus disease-2019 (COVID-19) pandemic and public health-related containment measures. Recent studies have demonstrated high levels of stress and mental health issues among school teachers. To better understand teacher well-being and inform practices to support them in the face of the ongoing pandemic, we aimed to assess perceived stress, well-being and associated factors among school teachers in Hong Kong, China. For this cross-sectional study, we employed a self-reported questionnaire to assess teacher well-being as an indicator of mental health. Drawing on quantitative data obtained from 336 teachers in Hong Kong from April 2021 to February 2022, we assessed workloads, work-related sense of coherence, perceived stress, secondary burnout symptoms (i.e. intensification of work and exhaustion related to work situation), self-endangering work behaviours and satisfaction with work. Bivariate and multivariate analyses were performed to examine the associations between well-being, demographic and work characteristics. A high percentage (87.6%) of teachers had high levels of perceived stress, which was positively associated with extensification of work (r = 0.571, p < 0.01), intensification of work (r = 0.640, p < 0.01) and exhaustion related to work situation (r = 0.554, p < 0.01). A multilinear regression model adjusted for age and gender was computed to detect predictors of teachers’ well-being index values (F(12, 296) = 41.405, p < 0.001, R2 = 0.627). A higher WHO-5 score was associated with (1) higher teaching hours (B = 0.235, 95% CI = 0.093, 0.413, p = 0.002); (2) higher work-related sense of coherence (B = 2.490, 95% CI = 0.209, 4.770, p = 0.032); (3) higher work satisfaction (B = 5.410, 95% CI = 2.979, 7.841, p < 0.001); (4) lower level of exhaustion related to work situations (B = −9.677, 95% CI = −12.279, −7.075, p < 0.001); and (5) lower level of psychosomatic complaints (B = −4.167, 95% CI = −6.739, −7.075, p = 0.002). These findings highlight the critical need to allocate more attention and resources to improve the mental health of school teachers in Hong Kong. The findings can also inform the development of psychological and organisational interventions and support mechanisms for teachers during the prolonged COVID-19 pandemic and in preparation for future stressful scenarios. Safeguarding the well-being and mental health of teachers is important for improving the quality of teaching and learning environments and the mental health of school students.

show abstract

Section: Introductionmentioning

confidence: 99%

Teachers’ Well-Being and Associated Factors during the COVID-19 Pandemic: A Cross-Sectional Study in Hong Kong, China

Lau

Shum

Man

et al. 2022

IJERPH

View full text Add to dashboard Cite

show abstract

“…Similarly, Kotowski and colleagues (2022) found that more than a year into the pandemic, 72% of teachers they surveyed reported feeling very or extremely stressed out, 57% reported feeling very or extremely burned out, and more than half struggled to find a satisfactory work-life balance. Teachers also reported high levels of stress, burnout, and job dissatisfaction due to the challenges they faced with providing online instruction (Minihan et al, 2022;Walter & Fox, 2021), changes in teaching approaches (Robinson et al, 2022), and increased workloads during COVID-19 (Chan et al, 2021;Sokal et al, 2021). There continues to be a need to investigate teacher burnout, especially in charter schools, as the pandemic has likely exacerbated many trends prior to 2020.…”

Section: Teacher Burnoutmentioning

confidence: 99%

Teacher Morale, Job Satisfaction, and Burnout in Schools of Choice Following the COVID-19 Pandemic

Marshall¹,

Neugebauer²,

Pressley³

et al. 2023

Preprint

View full text Add to dashboard Cite

Teachers have faced a range of challenges over the past two years. Student enrollment patterns have been studied during the COVID-19 pandemic, with many families seeking alternatives to traditional public schools, including charter and private schools. Less is known about the experiences of teachers in these alternatives. This study explored predictors of teacher job satisfaction, burnout, and morale. Of particular interest was whether these presented differently across school types. We surveyed teachers nationwide (n=798) in May 2022 to better understand their experiences. Three linear regression models were tested. Results suggested that teacher autonomy and administrative support significantly predict each of our three outcome variables. Private school teachers experienced greater job satisfaction than traditional public school teachers. Private and charter school teachers reported greater morale than traditional public school teachers. Teachers experienced burnout similarly across sectors, and teaching in a magnet school was not a significant predictor in any of the models tested.

show abstract

“…Considerable studies have explored teachers’ feelings and stress during COVID-19 ( Robinson et al, 2022 ). Against the background of COVID-19 pandemic, extra efforts are needed for daily teaching activities ( Nagasawa and Tarrant, 2020 ).…”

Section: Literature Reviewmentioning

confidence: 99%

The role of school organizational conditions in teacher psychological resilience and stress during COVID-19 pandemic: A moderated mediation model

Ouyang²,

Liu

et al. 2023

Front. Psychol.

View full text Add to dashboard Cite

Educational revisions facilitate the relief of teacher stress by means of enhancing school organizational conditions. However, limited research has explored the effects of school organizational conditions on teacher stress in China. Using a sample of 734 primary and secondary school teachers from 30 provinces or municipalities of China, this study examined the effects of school organizational conditions on teacher stress in China, with a particular focus on the mediating role of psychological resilience and moderating role of perceived COVID-19 crisis strength. The results demonstrated that school organizational conditions were negatively associated with teacher stress. Furthermore, psychological resilience partially mediated the relation between school organizational conditions and teacher stress. In addition, perceived COVID-19 crisis strength significantly moderated the direct and indirect relations between school organizational conditions and teacher stress. The relations between school organizational conditions and teacher stress and between school organizational conditions and psychological resilience were stronger for teachers who perceived low levels of COVID-19 crisis strength. However, the indirect relation between psychological resilience and stress was stronger for teachers who perceived high levels of COVID-19 crisis strength. Implications have been provided accordingly.

show abstract

Teachers, Stress, and the COVID-19 Pandemic: A Qualitative Analysis

Cited by 97 publications

References 30 publications

Teachers’ Well-Being and Associated Factors during the COVID-19 Pandemic: A Cross-Sectional Study in Hong Kong, China

Teachers’ Well-Being and Associated Factors during the COVID-19 Pandemic: A Cross-Sectional Study in Hong Kong, China

Teacher Morale, Job Satisfaction, and Burnout in Schools of Choice Following the COVID-19 Pandemic

The role of school organizational conditions in teacher psychological resilience and stress during COVID-19 pandemic: A moderated mediation model

Contact Info

Product

Resources

About