Teachers in COVID-19 period: Psychological effects, practices and career needs

Abstract

The purpose of the current study was to examine teachers' career needs and psychosocial experience during the COVID-19 pandemic within the phenomenological pattern of qualitative research methods. The data collection process included individual interviews and an online survey form. As a result of the research, four main themes were obtained. The first of these themes concerned the effects of the COVID-19 process on teachers. These effects were divided into both positive and negative effects. The second main theme focused on the needs of teachers. In this process, teachers felt the need for psychological support, in-service training and support for infrastructure. The third main theme was the professional life of teachers and school counselors. In this process, teachers and school counselors continued their education, teaching and support processes by adapting them to the online environment. The last main theme was the problems experienced in this process and the proposed solutions. Participants highlighted problems in this period, particularly the access of students to education. Recommendations were made as part of the research results to strengthen the educational training activities offered by teachers in the COVID-19 period.

Examining the Associations between COVID-19-Related Psychological Distress, Social Media Addiction, COVID-19-Related Burnout, and Depression among School Principals and Teachers through Structural Equation Modeling

“…After the first case of the virus emerged, almost all schools worldwide suspended face-to-face education, and emergency distance education tools were rapidly put into use to offer some form of continuance for their students’ education. Millions of students and teachers have tried to adapt to this new situation; however, teachers have mentioned being in significant need of in-service training and psychological support during this process [ 26 ]. The COVID-19 pandemic period was not considered easy for either teachers or their students, and students’ anxiety and stress levels reportedly increased during this troubling period [ 27 , 28 , 29 , 30 ].…”

Teachers’ Mental Health and Their Involvement in Educational Inclusion

“…A study by Eşici et al [ 49 ] showed that teachers have a need for psychological support and continuous training due to the problems experienced in adapting to the new teaching situation, especially regarding pupils’ access to education. Similarly, a study by Sugianto and Ulfah [ 50 ] showed that the pandemic led to an increase in teacher insecurity, anxiety and stress.…”

Health Literacy and COVID‐19 Awareness Among Preservice Primary School Teachers and Influencing Factors in Turkey

“… 2 , 9 , 10 It is thought that teachers directly influence students' health literacy and can shape these levels. 11 , 12 A study conducted in Iran reported that more than half of preservice teachers have “inadequate‐problematic” health literacy. 9 Three studies conducted in Turkey found health literacy levels to be inadequate/problematic in 49.6% of teachers, 13 inadequate/problematic in 52%, 14 and limited/very limited in 73.8%.…”

“…The development of health literacy in children depends on the health literacy level of their teachers, who spend a lot of time with them in the school environment and are also their role models 2,9,10 . It is thought that teachers directly influence students' health literacy and can shape these levels 11,12 . A study conducted in Iran reported that more than half of preservice teachers have “inadequate‐problematic” health literacy 9 .…”