The Teachers are Not Alright: A Call for Research and Policy on Teacher Stress and Well-Being

Abstract

Since 2015, several high-profile surveys have painted a grim portrait of teacher stress and job satisfaction. Although some educators have attributed those trends to educational accountability and reform, little evidence exists connecting education policies to teacher working conditions or -more distally -to the mental and physical health of educators. In this commentary article, we accentuate the deep connections between education policy, working conditions, teacher stress and satisfaction, and school climate and student experiences. We present promising results from a recent study published in the field of occupational health demonstrating that state-level education policies and reforms are associated with inadequate sleep among teachers. Ultimately, we advocate for three things: (a) expanded research on the interdependencies that exist between policies, working conditions, and teacher health; (b) policies that better engage educators in their design and implementation; and (c) new narratives around teaching -ones that highlight the joys of being in the classroom rather than the challenges."We ask teachers to be a combination of Albert Einstein, Mother Theresa, Martin Luther King Jr., and . . . Tony Soprano. We ask them to be Mom and Dad and impart tough love but also be a shoulder to lean on. And when they don't do these things, we blame them for not being saviors of the world. What is the effect? The effect has been teachers are incredibly stressed out."

Teachers’ dissatisfaction during the COVID-19 pandemic: Factors contributing to a desire to leave the profession

“…Even before the onset of the COVID-19 pandemic, teaching was recognized as one of the most stressful professions in the United States, on par with physicians and service workers ( Gallup, 2014 ). Stress among teachers is associated with negative physical and mental health outcomes, both of which are strongly correlated with burnout, low job satisfaction, and poor retention ( García-Carmona et al, 2019 ; Diliberti et al, 2021 ; Farley and Chamberlain, 2021 ; Ozamiz-Etxebarria et al, 2021 ). Prior to the pandemic, the general mental health among teachers was declining nationally ( Farley and Chamberlain, 2021 ).…”

“…Stress among teachers is associated with negative physical and mental health outcomes, both of which are strongly correlated with burnout, low job satisfaction, and poor retention ( García-Carmona et al, 2019 ; Diliberti et al, 2021 ; Farley and Chamberlain, 2021 ; Ozamiz-Etxebarria et al, 2021 ). Prior to the pandemic, the general mental health among teachers was declining nationally ( Farley and Chamberlain, 2021 ). While we are only beginning to understand the additional impacts of COVID-19 on the teaching profession, initial indicators suggest that the pandemic poses an added mental health strain.…”

Spirituality and Mindfulness Practices of Early Childhood and Elementary Preservice Teachers: A Snapshot

“…Continuing to cultivate the deeper meaning of teaching should happen prior to entering the classroom. Upon hire, the stressful environment of in-service teaching may diminish overall health and well-being (Farley & Chamberlain, 2021;Newberry & Allsop, 2017). Yet, due to the evidence presented in previous research, stating that both mindfulness and spirituality may alleviate burnout and increase efficacy-the need to include much more profound concepts of meaning-making may be beneficial in teacher preparation programs.…”

Protective Factors and Burnout Risk of Teachers During the COVID-19 Pandemic – A Two-Step Cluster Analysis

“…Thus, it is critical to help teachers face this difficulty by identifying the protective factors that help safeguard them and promote optimal adaptability and resilience during stressful times at work (Ainsworth & Oldfield, 2019;Răducu & Stănculescu, 2021). Identifying the profiles of teachers who thrive in online teaching settings could improve psychosocial support (McKenzie et al, 2019;Răducu & Stănculescu, 2021) and the work lives of teachers (Farley & Chamberlain, 2021;Kumar et al, 2021;Vercambre et al, 2009). Additionally, preventing burnout increases the self-efficacy of teachers, job satisfaction, engagement, and wellbeing (Abós et al, 2019;Capri & Guler, 2018;Christensen et al, 2020;Fathi & Saeedian, 2020;Hampton et al, 2020;Perera et al, 2018).…”