Dataset of ex-pat teachers in Southeast Asia's intention to leave due to the COVID-19 pandemic

Hoang, Anh-Duc; Thuy, Ta Ngoc; Nguyen, Yen-Chi; Hoang, Cong-Kien; Nguyen, Tien-Trung; Pham, Hiep‐Hung; Nguyen, Linh-Chi; Doan, Phuong-Thuc; Dao, Quynh-Anh; Dinh, Viet-Hung

doi:10.1016/j.dib.2020.105913

Cited by 16 publications

(19 citation statements)

References 5 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…13 14 The COVID-19 epidemic has had a negative impact on the global educational system, particularly when school closure policies were implemented. 15 As soon as the epidemic broke out, all cities in Henan Province took emergency measures such as closing of schools. 14 In this scenario, teachers' health may be of concern due to the reported high incidence of occupational stress following the closure of schools in response to the epidemic.…”

Section: Strengths and Limitations Of This Studymentioning

confidence: 99%

Prevalence and risk factors of worry among teachers during the COVID-19 epidemic in Henan, China: a cross-sectional survey

Wang

Tarimo

et al. 2021

BMJ Open

View full text Add to dashboard Cite

ObjectiveTo evaluate the level of worry and its influencing factors during the COVID-19 epidemic among teachers in Henan Province in China.Study designA cross-sectional study was conducted.MethodsWe designed a cross-sectional survey that included 88 611 teachers from three cities in Henan Province, China between 4 February 2020 and 12 February 2020. Level of worry was measured using a five-item Likert scale, with 1 being ‘not worried’ and 5 being ‘very worried’. The OR and 95% CI of potential influencing factors for level of worry among study participants were estimated using ordinal logistic regression models.ResultsAbout 59% of teachers reported being ‘very worried’ about the COVID-19 epidemic. The proportion of female teachers was higher than of male teachers (60.33% vs 52.89%). In all age groups considered in this study, a ‘very worried’ condition accounted for the highest proportion. The age group 40–49 years had the lowest proportion of participants who were very worried, 52.34% of whom were men and 58.62% were women. After controlling for potential confounding factors, age, education level, type of teacher, school location, attention level, fear level, anxiety level and behaviour status were all related to level of worry (all p<0.05).ConclusionDuring the COVID-19 epidemic, there was a high proportion of teachers who were ‘very worried’ about the situation in Henan Province, China. Our study may remind policymakers to consider factors including age, educational status, type of teacher, school location, source of information on COVID-19, attention level, anxiety level, fear level and behaviour status to alleviate worry.

show abstract

Section: Strengths and Limitations Of This Studymentioning

confidence: 99%

Prevalence and risk factors of worry among teachers during the COVID-19 epidemic in Henan, China: a cross-sectional survey

Wang

Tarimo

et al. 2021

BMJ Open

View full text Add to dashboard Cite

show abstract

“…This was especially true for elementary teachers, who often incorporate hands‐on activities, individualized and small‐group scaffolding, and cooperative learning into lessons (Lutz et al, 2006; M. Pressley et al, 2007; Slavin, 2015). With COVID‐19 still impacting lives, researchers have only begun to study the effect of the COVID‐19 pandemic on teachers (Hoang et al, 2020; T. Pressley, 2021; Song et al, 2020; Vu et al, 2020), but this article is the first to analyze and explore the potential impact on elementary teachers' efficacy in the United States during the COVID‐19 pandemic.…”

Section: Introductionmentioning

confidence: 99%

Returning to teaching during COVID‐19: An empirical study on elementary teachers' self‐efficacy

Pressley

2021

Psychology in the Schools

View full text Add to dashboard Cite

The purpose of this study was to explore how the new teaching approaches and requirements because of COVID‐19 impacted elementary teachers' self‐efficacy, specifically instructional and engagement efficacy. The current study included 329 participants from across the United States who completed the Teacher Sense of Self‐Efficacy Scale (TSES) subsections of instructional and engagement. The results found the average teacher efficacy scores for both instructional and engagement were lower than TSES scores of instructional and engagement in previous studies. The results also indicated teachers who were teaching virtually had the lowest instructional efficacy scores compared to teachers teaching in a hybrid or all in‐person model. However, the results suggested no difference in engagement efficacy score based on the instructional approach. There was also no difference in both instructional and engagement efficacy based on previous accolades or teacher location.

show abstract

“…During the COVID-19 pandemic, schools around the world have had to choose to make changes in the ways of teaching and learning, such as distance learning, while many teachers’ income has become significantly lower than that before the pandemic. Teachers’ engagement, income reduction, and policy impact can affect their intention to leave the field (Hoang et al, 2020 ). As researchers have pointed out, by ignoring teachers’ welfare, we will have more incidental problems (Doucet et al, 2020 ).…”

Section: Introductionmentioning

confidence: 99%

Occupational Commitment of Chinese Kindergarten Teachers During the COVID-19 Pandemic: Predictions of Anti-Epidemic Action, Income Reduction, and Career Confidence

Wei

Wang

Tan

et al. 2021

Early Childhood Educ J

View full text Add to dashboard Cite

This study highlights a survey on 5783 kindergarten teachers’ occupational commitment and its influencing factors in the socioeconomic context of China during the COVID-19 pandemic. Data were collected through the WenJuanXing public online platform. Quantitative analysis results showed that kindergarten teachers’ occupational commitment was optimistic on the whole during this period, among which the affective commitment and the normative commitment were satisfactory, but the continuing commitment needed to be strengthened. The type of kindergartens, the personnel affiliation, the educational background, and the professional post of kindergarten teachers had significant impacts on their occupational commitment. The income reduction was negatively correlated with and predictive of kindergarten teachers’ occupational commitment. Anti-epidemic action and career confidence were positively correlated with and predictive of kindergarten teachers’ occupational commitment. Furthermore, anti-epidemic action, income reduction, and career confidence had joint predictive effects on kindergarten teachers’ occupational commitment. More related backgrounds and suggestions have been discussed.

show abstract

Dataset of ex-pat teachers in Southeast Asia's intention to leave due to the COVID-19 pandemic

Cited by 16 publications

References 5 publications

Prevalence and risk factors of worry among teachers during the COVID-19 epidemic in Henan, China: a cross-sectional survey

Prevalence and risk factors of worry among teachers during the COVID-19 epidemic in Henan, China: a cross-sectional survey

Returning to teaching during COVID‐19: An empirical study on elementary teachers' self‐efficacy

Occupational Commitment of Chinese Kindergarten Teachers During the COVID-19 Pandemic: Predictions of Anti-Epidemic Action, Income Reduction, and Career Confidence

Contact Info

Product

Resources

About