Teachers’ Working Hours During the COVID-19 Pandemic

Gicheva, Dora

doi:10.3102/0013189x211056897

Cited by 18 publications

(14 citation statements)

References 4 publications

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“…In the context of COVID-19, an increase in the number of weekly working hours was associated with increased perceived stress levels among nursing staff in Austria [ 75 ]. Studies have also shown a significant increase in the number of teachers’ working hours since October 2020 [ 78 ], and teachers may have experienced burnout during this period of crisis [ 79 , 80 ]. There is a lack of literature concerning the perceived stress of school leaders in relation to the number of working hours during the pandemic.…”

Section: Discussionmentioning

confidence: 99%

A Cross-Sectional Study of the Perceived Stress, Well-Being and Their Relations with Work-Related Behaviours among Hong Kong School Leaders during the COVID-19 Pandemic

Lau

Shum

Man

et al. 2022

IJERPH

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The health and well-being of school leaders during the COVID-19 pandemic have been largely neglected compared to the health and well-being of students and teachers. This study assessed the magnitude of perceived stress and well-being and the associated factors, including number of working hours, work-related sense of coherence (work-SoC), perceived stress, self-endangering work behaviour, secondary burnout symptoms, and satisfaction with work, among school leaders in Hong Kong, China during the COVID-19 pandemic. This cross-sectional, survey-based study collected demographic data and mental health measurements from 259 eligible school leaders in Hong Kong from April 2021 to February 2022. Pearson’s correlation analyses, multilinear regression models, and independent-samples Student’s t-tests were performed. The findings revealed that school leaders’ perceived stress was negatively correlated with their well-being (r = −0.544, p < 0.01) and work-related SoC (r = −0.327, p < 0.01) but positively correlated with their extensification of work (r = 0.473, p < 0.01), exhaustion related to work situations (r = 0.559, p < 0.01), and psychosomatic complaints (r = 0.439, p < 0.01). In a model that adjusted for gender and age, student leaders with higher subjective well-being scores had a lower level of perceived stress (B = −0.031; 95% confidence interval [CI], −0.59, −0.02; p = 0.034), whereas leaders in schools with a larger student population had a higher level of perceived stress (B = 0.002; 95% CI, 0.000, 0.003; p = 0.030). School leaders with a higher likelihood of performing the self-endangering work behaviour of ‘intensification of work’ had higher perceived stress levels (B = 1.497; 95% CI, 0.717, 2.278; p < 0.001). School leaders with a higher work-related SoC (B = 4.20; 95% CI, 1.290, 7.106; p = 0.005) had a higher level of well-being. School leaders with higher levels of perceived stress (B = −0.734; 95% CI, −1.423, −0.044; p = 0.037), a higher likelihood of performing the self-endangering work behaviour of ‘extensification of work’ (B = −4.846; 95% CI, −8.543, −1.149; p = 0.010), and a higher score for exhaustion related to work (B = −10.449; 95% CI, −13.864, −7.033; p = 0.000) showed lower levels of well-being. The finding of a high incidence of stress among school leadership justifies the need for more societal attention to the well-being of school leaders in Hong Kong. It is important that policies and initiatives are designed to enhance the well-being of school leaders and that they are supported in leading the management of schools and coping with stress in school settings.

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Section: Discussionmentioning

confidence: 99%

A Cross-Sectional Study of the Perceived Stress, Well-Being and Their Relations with Work-Related Behaviours among Hong Kong School Leaders during the COVID-19 Pandemic

Lau

Shum

Man

et al. 2022

IJERPH

View full text Add to dashboard Cite

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“…However, the design of the CPS survey may have limited the reliability of data collected about the K-12 education sector during the initial transition to virtual schooling. In particular, many currently employed K-12 teachers may not have reported working full time as schools transitioned to remote instruction at the beginning of the pandemic (Gicheva 2022). Relatedly, the response rate for the CPS ).…”

Section: Educator Labor Market Datamentioning

confidence: 99%

What Happened to the K–12 Education Labor Market During COVID? The Acute Need for Better Data Systems

Bleiberg

Kraft

2023

Education Finance and Policy

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The COVID-19 pandemic upended the U.S. education system in ways that dramatically affected the jobs of K–12 employees. However, there remains considerable uncertainty about the nature and degree of staffing challenges during the pandemic. We draw on data from the Bureau of Labor Statistics (BLS) and State Education Agencies (SEA) to describe patterns in K–12 education employment and to highlight the limitations of available data. Data from the BLS suggest overall employment in the K–12 labor market declined by 9 percent at the onset of the pandemic and remained well below pre-pandemic levels more than two years later. SEA data suggest that teachers did not leave the profession en masse as many predicted, with turnover decreasing in the summer of 2020 and then increasing modestly in 2021 back to pre-pandemic levels. We explore possible explanations for these patterns including weak hiring through the summer of 2020 and high attrition among K–12 instructional support and non-instructional staff. State vacancy data also suggest that schools faced substantial challenges filling open positions during the 2021–22 academic year. Our analyses illustrate the imperative to build nationally representative, detailed, and timely data systems on the K–12 education labor market to better inform policy.

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“…That is confirmed by other studies (Beames et al, 2021;Cortés-Álvarez et al, 2022), which found that teachers' mental health was negatively affected by the pandemic, especially for teachers over the age of 45 who teach in preschool or primary school. Well-being is also negatively affected by the increased workload of physical education teachers (O 'Brien et al, 2022), and the growing demands and challenges of the teaching profession during a global pandemic may lead to a greater risk of burnout (Gicheva, 2021).…”

Section: Discussionmentioning

confidence: 99%

The Impact of Covid-19 Pandemic on Music Education: A Review of the Literature

Stramkale¹

2022

Human, Technologies and Quality of Education, 2022

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The study topicality is related to the impact of the Covid-19 pandemic on music education in various educational institutions worldwide. This literature review aimed to summarize and identify current issues related to music education during the Covid-19 pandemic. The study used publications available in the Sage Journal database and published in the last three years (2020-2022). The study addressed three research questions. RQ1: What teaching modes adopted during the Covid-19 pandemic in music education are mentioned in studies, and for what purposes are music teachers using digital tools? RQ2: What are the challenges and benefits of teaching and learning music during the Covid-19 pandemic? RQ3: What are the common reasons for music teacher burnout, and how to ensure the teacher’s and student’s well-being during the music teaching and learning process in the Covid-19 pandemic? The literature review allowed us to identify three thematic groups that affected music education during the Covid-19 pandemic: (1) The teaching mode and the digital tools that support music education; (2) The challenges and benefits in teaching and learning music; (3) The stress and well-being of music teachers and students. The study revealed that music teachers mostly use digital tools to promote students’ creativity, support learning, and assess outcomes. During the Covid-19 pandemic, teaching and learning music were associated with several challenges: learning organization, providing the material and technical base, learning to play musical instruments, communication and support for students. That resulted in increasing the workload and a lack of control over equipment and performance, which affected the well-being of music teachers. Despite the challenges, music teachers seek and create several solutions to improve the overall effectiveness of music education in the changing epidemiological environment. The findings describe the impact of the Covid-19 pandemic on music education and help music teachers to understand the problems that occurred during the pandemic.

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Teachers’ Working Hours During the COVID-19 Pandemic

Cited by 18 publications

References 4 publications

A Cross-Sectional Study of the Perceived Stress, Well-Being and Their Relations with Work-Related Behaviours among Hong Kong School Leaders during the COVID-19 Pandemic

A Cross-Sectional Study of the Perceived Stress, Well-Being and Their Relations with Work-Related Behaviours among Hong Kong School Leaders during the COVID-19 Pandemic

What Happened to the K–12 Education Labor Market During COVID? The Acute Need for Better Data Systems

The Impact of Covid-19 Pandemic on Music Education: A Review of the Literature

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