Teaching in times of COVID-19: A mixed-method study into teachers’ teaching practices, psychological needs, stress, and well-being

Kupers, Elisa; Mouw, Jolien M.; Fokkens-Bruinsma, Marjon

doi:10.1016/j.tate.2022.103724

Cited by 34 publications

(20 citation statements)

References 27 publications

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“…The removal of physical boundaries between work and home (Kim & Asbury, 2020; Richmond et al, 2020) resulted in both sets of activities and responsibilities needing attention together, intermingling, and not getting segregated psychologically and temporally. The need to manage multiple work and home demands simultaneously and grappling with technological and pedagogical challenges (Kupers et al, 2022), led to the experience of higher stress and conflict in teachers and impacted their well‐being significantly. We tease out these aspects and provide insights into which demands constituted work/nonwork conflict, if and how were they different for different age groups and genders and across government and private schools.…”

Section: Discussionmentioning

confidence: 99%

The multifaceted challenges of teaching from home: A study of schoolteachers' well‐being during the COVID‐19 pandemic

Bhattacharya

Tandon

2023

Psychology in the Schools

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This study examined perceived needs, well‐being, work/nonwork conflict and demands, and coping mechanisms among government and private schoolteachers in India while working from home during the COVID‐19 pandemic. We employed a mixed method design, collecting 161 quantitative responses using questionnaires and 121 qualitative responses using open‐ended questions. These were analyzed using inferential statistics and thematic analysis, respectively. Results highlight the negative impact of work/nonwork conflict on well‐being. The missing work‐home boundaries resulted in extended work hours, unorganized routines, and simultaneous work/nonwork demands. We describe the multifaceted nature of operational, pedagogical, and technological challenges faced by schoolteachers. We suggest psychological and operational resources and support mechanisms that can be developed at the family, school administration, and policy levels. Further, customized bundles of solutions are needed to address the variability in the challenges faced.

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Section: Discussionmentioning

confidence: 99%

The multifaceted challenges of teaching from home: A study of schoolteachers' well‐being during the COVID‐19 pandemic

Bhattacharya

Tandon

2023

Psychology in the Schools

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“…The use of avoidant strategies is a sign of teachers’ incapability to get along with the stressful situation of the pandemic that inevitably led to a higher level of emotional drain and defensive behavior. The overwhelming nature of the strain and the multifaceted challenge the teachers faced affected both their personal lives ( Spadafora et al, 2022 ) and professional career ( Kupers et al, 2022 ) and caused a sense of emotional distress and detachment from work for those who could not cope well with these stressors.…”

Section: Discussionmentioning

confidence: 99%

Teachers’ post-pandemic outlook on the role of Technological and Pedagogical Content Knowledge in coping with burnout under adverse conditions: How a job demand transformed into a job resource

Rastegar

Rahimi²

2023

Front. Psychol.

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IntroductionThe sudden change of instructional mode from face-to-face to online teaching during the COVID-19 pandemic forced teachers to develop their ICT skills and knowledge to cope with newly imposed job pressures. The imbalance between job demands and resources in this context led to teachers’ severe burnout. This retrospective study utilized a mixed methods approach to examine teachers’ coping mechanisms, Technological and Pedagogical Content Knowledge (TPACK), and job burnout amid the COVID-19 pandemic.MethodsData were gathered from 307 teachers on their experience of emergency remote teaching (ERT) at the time they returned to school in the Spring of 2022. Structural Equation Modeling was used to investigate the mediating role of TPACK in the relationship between coping strategies and burnout.ResultsThe results revealed direct effects in the pathways of avoidant, active positive, and evasive coping to burnout highlighting the role of avoidant strategies in harming teachers’ well-being and problem-focused strategies in promoting teachers’ mental health. Also, indirect effects of active positive coping to burnout through TPACK, as a constructive approach to fighting back the crisis, were verified. Further, the direct effect of TPACK on burnout as a hindrance was significant, showing that higher levels of TPACK guaranteed lower job burnout and emotional drain. Analyzing interviews with 31 teachers revealed that TPACK functioned as a stressor at the outset of the pandemic and a resource for overcoming the strain and resolving the challenges in the midst of the crisis till schools reopened.DiscussionThe findings underscore the significant role of teachers’ updated knowledge base in reducing their job pressure and taking proper decisions to cope well with unforeseen circumstances. The study has practical implications for policymakers, teacher educators, and school administrators to pay immediate attention to collective wisdom, organizational support, and technological infrastructures for improving teachers’ well-being and professional success.

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“…This finding is in line with results derived in a series of survey studies conducted within the Malaysian primary, e.g., [101,102], and Turkish [103] pre-service educational contexts where no statistical difference in psychological TWB levels by gender emerged. Age, on the other hand, was equally found to be a key predictor of TWB levels in [104], albeit in a reverse mode, with primary school teachers between 40 and 49 years of age as a group clearly standing out due to their resilience and demonstrated capability to sustain their well-being by adopting a happy, workaholic profile in 54.2%, characterized by relatively high levels of fulfillment of all basic psychological needs, high job satisfaction, and an autonomy-supportive work climate.…”

Section: B Studies In Primary and Secondary Educationmentioning

confidence: 95%

A Systematic Review on Teachers’ Well-Being in the COVID-19 Era

Katsarou,

Chatzipanagiotou,

Sougari

2023

Education Sciences

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The COVID-19 health crisis has wrought substantial challenges on individuals, societies, and organizations worldwide that have significantly transformed the way people function in their workplace on a daily basis, resulting in heightened levels of physical, psychological, and social deprivation. Available empirical evidence in the field of education has explicitly foregrounded the negative impact of the pandemic on teachers’ well-being (TWB) and mental health as existing pressures became exacerbated and additional stressors accumulated in the workplace in search of the requisite TWB remedial interventions to be used in times of crises. As frontline education providers, teachers were not only called upon to confront difficulties associated with the shift to COVID-19-induced online modes of instruction supporting students’ academic development and well-being but also effectively navigate adversity and stress in their own personal and professional lives. Given that teacher well-being has consistently been reported as a key determinant of quality education and excellence ensuring the stability of a well-qualified workforce, this study uses a systematic review approach to investigate educators’ well-being status, identify predictors, and report on the effective strategies for TWB utilized by educators themselves during the COVID-19 era. Fifty-three empirical studies published between 2020 and 2023, collected within the PRISMA-statement framework, were included in the final analysis. Implications for policy and school administrators are also discussed followed by insights for future research avenues in the area of teacher education and professional development.

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Teaching in times of COVID-19: A mixed-method study into teachers’ teaching practices, psychological needs, stress, and well-being

Cited by 34 publications

References 27 publications

The multifaceted challenges of teaching from home: A study of schoolteachers' well‐being during the COVID‐19 pandemic

The multifaceted challenges of teaching from home: A study of schoolteachers' well‐being during the COVID‐19 pandemic

Teachers’ post-pandemic outlook on the role of Technological and Pedagogical Content Knowledge in coping with burnout under adverse conditions: How a job demand transformed into a job resource

A Systematic Review on Teachers’ Well-Being in the COVID-19 Era

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