Teachers’ well-being and their teaching quality during the COVID-19 pandemic: a retrospective study

Sacré, Margault; Ries, Nola M.; Wolf, Katharina; Kunter, Mareike

doi:10.3389/feduc.2023.1136940

Cited by 3 publications

(3 citation statements)

References 63 publications

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“…There was a positive note in some studies. Sacré et al (2023) found that despite experiencing emotional exhaustion during the pandemic, teachers expressed satisfaction with their occupation. Bailey (2021) found that although the pandemic had worsened certain aspects of precarity for international teachers, some elements of privilege persisted.…”

Section: Literature Reviewmentioning

confidence: 99%

Investigating the employment motivation, job satisfaction, and dissatisfaction of international high school teachers in China: the impact of the COVID-19 pandemic

Mo,

Morris

2024

Front. Psychol.

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International education has become increasingly challenging to manage in an unpredictable world beset by pandemics, regional disputes, and evolving market practices. The last few decades have seen a huge demand for international education in China, and numerous acclaimed international brand names set up operations in China’s K12 schooling sector. However, the COVID-19 pandemic exerted a noticeably negative impact on international high schools and their staff in China, and exacerbated a difficult period of management for these institutions. Interestingly, but perhaps unsurprisingly, the actual operation of these educational workplaces remains under investigated in academic studies. This paper therefore attempts to examine international high schools in China by focusing on their teachers and their associated employment motivation, job satisfaction, and dissatisfaction which has been perceptibly influenced by the impact of the COVID-19 pandemic. Through a qualitative, case-study approach which adopted semi-structured interviews, an acclaimed British high school, now closed, was investigated. The study found that international high school teachers were driven by diverse work motives such as the school’s reputation, values, salary, environment, and chances for career development. Their job satisfaction was also multi-faceted, and their dissatisfaction in certain areas concerning. That is, they derived an early satisfaction from a range of facets, such as the students, class sizes, initial workloads, autonomy and collegiality. However, these early feelings were replaced by a sense of dissatisfaction and noticeable unhappiness resulting from leadership changes and subsequent management practices, increased workload, unmet employment package expectations and obligations, as well as limited professional development opportunities. This study highlights the importance of recruiting well, generating the right starting and longer-term conditions, retaining key staff and managing astutely. The work will be of interest to policy makers, investors, leaders, managers and staff alike. It will also extend educational research in the areas of teacher motivation, satisfaction and dissatisfaction, and in particular in China in international K12 settings.

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Section: Literature Reviewmentioning

confidence: 99%

Investigating the employment motivation, job satisfaction, and dissatisfaction of international high school teachers in China: the impact of the COVID-19 pandemic

Mo,

Morris

2024

Front. Psychol.

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“…It is a generalized, positive internal state that can shift with changes in the person or external conditions (Yin et al, 2016). Due to fundamental changes in the teaching process and in working conditions, teacher well-being received considerable research attention during the COVID-19 pandemic and the postpandemic period (Sacré et al, 2023). There was a need to understand and accept changes in teachers' work and to adapt to the changed circumstances.…”

Section: Emotional Resilience and Well-beingmentioning

confidence: 99%

Resources of emotional resilience and its mediating role in teachers’ well-being and intention to leave

Bagdžiūnienė,

Kazlauskienė,

Nasvytienė

et al. 2023

Front. Psychol.

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The continuing attention of scholars and practitioners to the teaching profession, teachers and teaching is based above all on the fact that societal progress is impossible without an effective education system. Teachers are the “soft” dynamic, and at the same time, a driving force in this constantly changing system, and research into the prerequisites for their effective performance requires constant attention. In this study, the main phenomenon under analysis is the emotional resilience of teachers–the internal capacity to adapt, manage or cope with emotionally demanding situations. The purpose was to investigate work-related and personal resources that contribute to teachers’ emotional resilience and its role in the links between resources, teacher well-being, and the intention to leave. Data were collected using convenience sampling and included 522 teachers working in Lithuanian primary and secondary schools. An online self-administered questionnaire consisted of scales that assessed teachers’ job resources, self-efficacy, well-being, and intention to leave. The research revealed that perceived workplace characteristics – performance feedback, autonomy, social support, and opportunities for professional growth–along with self-efficacy were positively related and predicted teacher emotional resilience. Emotional resilience was found to be a direct positive predictor of teacher well-being along with job resources and self-efficacy and have a mediating effect on the relationships between work-related resources and self-efficacy as independent variables and teacher wellbeing as a dependent variable. Contrary to well-being is teachers’ intention to leave a school, which is usually an undesirable outcome for an organization. The study revealed that this intention is negatively affected by job resources and self-efficacy, however emotional resilience did not impact teachers’ intention to quit. Based on the results, the article outlines avenues for further research and provides implications for strengthening teachers’ emotional resilience.

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“…Las implicaciones del cambio de modalidad en el bienestar de los profesores, ha sido analizada, por diversos investigadores, como Salcedo et al (2020), Ribeiro et al, (2020), Cortes (2021), Sigursteinsdottir y Rafnsdottir (2022) y Sacre et al (2023), quienes encontraron que el contexto de la emergencia sanitaria afectó la salud mental de los educadores, generando estrés, ansiedad, depresión. agotamiento emocional, entre otros problemas.…”

Section: Introductionunclassified

Presencia y Niveles del Síndrome de Burnout en Docentes de Modalidad Alterna en un Colegio de Colombia

Villamizar Acevedo,

González Mantilla

2024

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Introducción. Ante la orden del gobierno colombiano de iniciar clases en el año 2021 bajo la modalidad alterna, la reacción de los maestros, inicialmente, fue desacatada bajo el argumento que podrían ser contagiados de COVID-19 por sus alumnos, pero debido a presión gubernamental retornaron gradualmente a las aulas. El objetivo del estudio fue identificar la presencia y niveles del síndrome de burnout durante la modalidad alterna en los docentes vinculados a una institución educativa de Santander, Colombia. Métodos. Investigación descriptiva, se trabajó con una muestra de carácter censal conformada por 28 docentes, a quienes se les aplicó el Cuestionario de burnout de Maslach, el cual está constituido por tres subescalas, agotamiento emocional, desempeño personal y despersonalización. Resultados. los datos muestran bajos niveles en las subescalas de agotamiento emocional y despersonalización y alto en la de desempeño personal, y aunque se evidencian la inexistencia de desgaste profesional, se resalta que el 21.4% de los participantes muestran señales de agotamiento emocional. Conclusión. En este grupo de profesores no se evidenciaron síntomas del síndrome de burnout, llevando a suponer que la mayoría cuenta con factores protectores, como vivir con su pareja e hijos, y que en la institución se les ha brindado herramientas para el abordaje del estrés. Recomendaciones. Se considera importante profundizar en la identificación de los factores protectores contra el desgaste profesional en esta población.

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Teachers’ well-being and their teaching quality during the COVID-19 pandemic: a retrospective study

Cited by 3 publications

References 63 publications

Investigating the employment motivation, job satisfaction, and dissatisfaction of international high school teachers in China: the impact of the COVID-19 pandemic

Investigating the employment motivation, job satisfaction, and dissatisfaction of international high school teachers in China: the impact of the COVID-19 pandemic

Resources of emotional resilience and its mediating role in teachers’ well-being and intention to leave

Presencia y Niveles del Síndrome de Burnout en Docentes de Modalidad Alterna en un Colegio de Colombia

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