Psychological Well-Being in Teachers During and Post-Covid-19: Positive Psychology Interventions

Garcia-Alvarez, D.; Soler, María José; Achard-Braga, Lourdes

doi:10.3389/fpsyg.2021.769363

Cited by 32 publications

(21 citation statements)

References 57 publications

(51 reference statements)

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“…For example, in a conceptual piece, Wang et al (2021) analyzed how seven psychological constructs, including engagement, emotion regulation, enjoyment, grit, loving pedagogy, resilience, and well-being, may contribute to desirable language learning and teaching experiences. Also, in another opinion paper, García-Álvarez et al (2021) specifically focused on teacher well-being and proposed certain ideas and possible interventions to maintain and promote teachers’ well-being from the pandemic and adversity. Mercer and Gregersen (2020) also contributed to study teacher well-being from positive psychology and offered a multitude of approaches and strategies that teachers may reply on and practice to promote their own well-being, while some of these tenets may also find their root in previous works (e.g., Williams et al, 2015 ).…”

Section: Introductionmentioning

confidence: 99%

Unpacking language teacher beliefs, agency, and resilience in the complex, unprecedented time: A mixed-method study

Gao

Qin

2022

Front. Psychol.

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We conducted this mixed-method study by focusing on the influx relationship among teacher beliefs, agency, and resilience during the pandemic and exploring the relationships and tensions among these constructs or capacities. Specifically, we surveyed 93 language teachers across seven different regions in China and collected their perceptions and beliefs about challenges and solutions during the first wave of the pandemic. In a further step, we interviewed six participants, analyzed the transcripts of the interviews, and then explored how their agency and resilience emerged and developed during the pandemic. From the quantitative statistics, we reported teacher beliefs about emotional, physical, mentoring, and support challenges in emergency remote teaching and their adopted strategies to handle these challenges during the pandemic. We also reported significant correlations among different perceived challenges and solutions. From the qualitative analysis, we found that language teacher beliefs, agency, and resilience co-evolved from intrapersonal and interpersonal reflections through temporal and contextual affordances. Drawing from the sociocultural theory, we contributed a theoretical framework for studying language teacher beliefs, agency, and resilience. We discussed our findings around the global traits that language teachers are required to develop in the increasingly complex world and also offered implications for language teacher education programs.

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Section: Introductionmentioning

confidence: 99%

Unpacking language teacher beliefs, agency, and resilience in the complex, unprecedented time: A mixed-method study

Gao

Qin

2022

Front. Psychol.

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“…It is essential to support teachers with skills to prevent mental health deterioration [ 33 ], and many teachers supporting models have been proposed [ 32 , 34 , 35 ]. Garcia-Alvarez et al indicated the importance of active interventions based on positive psychology in private and professional life and the promotion of well-being approaches [ 36 ]. However, there is a lack of high-quality studies concerning interventions to reduce teachers’ distress [ 37 ].…”

Section: Discussionmentioning

confidence: 99%

Changes in psychological distress among Polish medical university teachers during the COVID-19 pandemic

Wojtera¹,

Singh

Iankovitch

et al. 2022

PLoS ONE

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Our study aims to update knowledge about psychological distress and its changes in the Polish group of academic medical teachers after two years of a global pandemic. During the coronavirus disease, teachers were challenged to rapidly transition into remote teaching and adapt new assessment and evaluation systems for students, which might have been a completely novel situation that was not addressed before, especially in medical universities in Poland. We conducted a cross-sectional study at Poznan University of Medical Sciences from March to April 2022. The questionnaire included self-reported information on anxiety, stress, and depression. We found that post-pandemic levels of anxiety, stress, and depression have significantly (p<0.001) improved compared to initial levels at the beginning of coronavirus disease. In multivariate models, females had higher odds of improving levels of anxiety (OR = 0.46; 95% CI = -1.58–(-0.03); p = 0.04), stress (OR = 0.36; 95% CI = -1.83–(-0.22); p = 0.01), and depression (OR = 0.0.37; 95% CI = -1.58–(-0.12); p = 0.03). Anxiety, stress, or depression were not significantly associated with years of experience, the number of taught subjects, and weekly teaching hours, but only with the academic work during COVID-19 (Spearman ranxiety = 0.37, rstress = 0.32, rdepression = 0.37, p<0.001). For the virtual learning concerns, 79% of teachers reported that students might engage less; and it was correlated with higher weekly teaching hours (r = 0.19, p<0.05). Even though only 29.8% reported cheating as a concern, it was correlated with a higher number of taught subjects (r = 0.2, p<0.05). Levels of anxiety, stress, and depression have improved as time passed, not affecting teachers’ academic performance. Concerns about virtual learning have been raised, suggesting it may be conjoined with classroom learning but not as an alternative. Universities should highlight the importance of seeking psychological support and provide essential programs to employees. Teachers’ coping skills with psychological distress should be further studied.

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“…Particularly in the COVID-19 context, as newcomers to the teaching profession in the middle of the pandemic, new teachers experienced additional unprecedented challenges related to school closure, distance learning, and school reopening adjustments all while transitioning from their preservice training (Zamarro et al, 2022). These challenges continue to have a lasting and negative impact on teachers’ well-being and the teacher workforce during the postpandemic era (García-Álvarez et al, 2021).…”

Section: Teacher Empowermentmentioning

confidence: 99%

Empowerment and silence: A grounded theory exploration among new teachers.

Yang,

Rho,

Lin

et al. 2024

School Psychology

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Despite the importance of understanding teacher empowerment and silence to help address issues of teacher shortage and well-being and improve school-based consultation, research on the topic has been understudied and undertheorized, particularly for new teachers. To fill this research gap, we carried out a constructivist grounded theory-based qualitative exploration of factors that contribute to new teachers' empowerment and silence during the COVID-19 pandemic among a sample of 24 first-year new teachers from a large and diverse urban school district in northern California. The findings identified different sets of psychological and social-structural factors contributing to new teachers' empowerment and silence, respectively. Factors contributing to empowerment included autonomy and a sense of accomplishment in the psychological domain and support, appreciation or being acknowledged, and shared beliefs in the social-structural domain. Factors contributing to silence included a lack of self-efficacy in the psychological domain and being limited in the decision-making process, a lack of connected and safe space, and a lack of knowledge of unwritten school norms and procedures in the social-structural domain. Findings suggest that empowerment and silence might be dual-factor constructs driven by different sets of factors that do not fully mirror each other. Findings provided important theoretical and practical implications for creating psychological and social-structural supports to promote new teachers' well-being, increasing school psychologists' effectiveness in providing consultation services with new teachers as their consultees, and creating safe and connected spaces for sharing voices among new teachers with diverse backgrounds. Impact and ImplicationsThis qualitative study based on constructivist grounded theory provides initial evidence revealing the psychological and social-structural factors contributing to first-year teachers' empowerment and silence. The study findings suggest important implications for creating psychological and socialstructural supports to promote new teachers' well-being, increasing school psychologists' effectiveness in administering consultation, and creating safe and connected spaces in which new teachers with diverse backgrounds can share their voices.

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Psychological Well-Being in Teachers During and Post-Covid-19: Positive Psychology Interventions

Cited by 32 publications

References 57 publications

Unpacking language teacher beliefs, agency, and resilience in the complex, unprecedented time: A mixed-method study

Unpacking language teacher beliefs, agency, and resilience in the complex, unprecedented time: A mixed-method study

Changes in psychological distress among Polish medical university teachers during the COVID-19 pandemic

Empowerment and silence: A grounded theory exploration among new teachers.

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