Understanding Teacher Well-Being During the Covid-19 Pandemic Over Time: A Qualitative Longitudinal Study

doi:10.33423/jop.v21i5.4716

Cited by 11 publications

(31 citation statements)

References 18 publications

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“…To reduce overwhelmed workload, school administrators can closely communicate with teachers (Kraft et al, 2021). For example, school administrators can support teachers by being cognizant of teacher workloads before asking teachers to add another task to their schedules, such as covering an extra class during planning (Carver‐Thomas et al, 2021; Rǎducu & Stǎnculescu, 2022; Walter & Fox, 2021). Also, many teachers are under pressure to impact the learning loss during the pandemic.…”

Section: Discussionmentioning

confidence: 99%

Inner strength amidst pandemic: Teachers' self‐efficacy patterns and perceived personal accomplishments

Ha,

Pressley

2024

Psychology in the Schools

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The present study explored the teachers' self‐efficacy patterns and perceived personal accomplishment in the coronavirus disease 2019 pandemic teaching environment. The current sample included in‐service teachers (n = 393) representing 36 states across the United States. We explored whether teacher efficacy variables (i.e., engagement efficacy, instruction efficacy, and classroom management) predict their perceived personal accomplishment. Also, based on the clustering analysis, we explored how teachers' different self‐efficacy patterns related to their perceived personal accomplishment. The results indicate that teacher efficacy strongly predicted their personal accomplishment levels and show insightful implications on how to support teachers to recover well‐being in a post‐pandemic learning environment.

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Section: Discussionmentioning

confidence: 99%

Inner strength amidst pandemic: Teachers' self‐efficacy patterns and perceived personal accomplishments

Ha,

Pressley

2024

Psychology in the Schools

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“…These results also align with previous literature conducted before COVID-19, suggesting the importance of administrative support and its influence on teacher burnout (Ingersoll, 2001;Margolis & Nagel, 2006). As such, school leaders may try to incorporate more formative feedback on instruction and management, provide needed materials for instruction, support teacher mental health, and be aware of teacher workloads before asking teachers to add another task to their schedules (Carver-Thomas et al, 2021;Walter & Fox, 2021).…”

Section: Discussionmentioning

confidence: 99%

“…Similarly, Kotowski and colleagues (2022) found that more than a year into the pandemic, 72% of teachers they surveyed reported feeling very or extremely stressed out, 57% reported feeling very or extremely burned out, and more than half struggled to find a satisfactory work-life balance. Teachers also reported high levels of stress, burnout, and job dissatisfaction due to the challenges they faced with providing online instruction (Minihan et al, 2022;Walter & Fox, 2021), changes in teaching approaches (Robinson et al, 2022), and increased workloads during COVID-19 (Chan et al, 2021;Sokal et al, 2021). There continues to be a need to investigate teacher burnout, especially in charter schools, as the pandemic has likely exacerbated many trends prior to 2020.…”

Section: Teacher Burnoutmentioning

confidence: 99%

Teacher Morale, Job Satisfaction, and Burnout in Schools of Choice Following the COVID-19 Pandemic

Marshall

Neugebauer

Pressley

et al. 2023

Journal of School Choice

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Teachers have faced a range of challenges over the past two years. Student enrollment patterns have been studied during the COVID-19 pandemic, with many families seeking alternatives to traditional public schools, including charter and private schools. Less is known about the experiences of teachers in these alternatives. This study explored predictors of teacher job satisfaction, burnout, and morale. Of particular interest was whether these presented differently across school types. We surveyed teachers nationwide (n=798) in May 2022 to better understand their experiences. Three linear regression models were tested. Results suggested that teacher autonomy and administrative support significantly predict each of our three outcome variables. Private school teachers experienced greater job satisfaction than traditional public school teachers. Private and charter school teachers reported greater morale than traditional public school teachers. Teachers experienced burnout similarly across sectors, and teaching in a magnet school was not a significant predictor in any of the models tested.

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“…When teachers are unable to build meaningful relationships with their students, both teachers' and students' personal development are negatively impacted (Rodriguez et al, 2022). Moreover, the challenges brought on by online teaching led many teachers to experience increased levels of burnout and stress, as well as decreased levels of job satisfaction and morale (Minihan et al, 2022; Walter & Fox, 2021). By contrast, teachers who taught in person during the 2021–21 school year were less likely to report feeling depressed or isolated compared with their peers who taught remotely (Kush et al, 2021).…”

Section: Teacher Subjective Mental Healthmentioning

confidence: 99%

“…During this time, students who learned remotely struggled academically, socially, and emotionally (Duckworth et al, 2021; Halloran et al, 2021), which added to the pedagogical and emotional burden placed on teachers. Overall, the additional demands teachers faced during the COVID‐19 pandemic led to increased burnout (e.g., Pressley, 2021) and diminished well‐being (Pressley, Marshall, et al, 2022; Walter & Fox, 2021). This study sought to explore teacher burnout and subjective mental health during the pandemic.…”

Section: Introductionmentioning

confidence: 99%

“At Some Point We're Going to Reach Our Limit”: Understanding COVID‐19's impact on teacher burnout and subjective mental health

Marshall,

Smith,

Love

et al. 2023

Psychology in the Schools

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Teachers have faced a variety of challenges since the onset of COVID‐19 in the spring of 2020, including increased workloads, a range of modalities, and COVID‐19 protocols. The challenges associated with teaching during the COVID‐19 pandemic have led to increased burnout and stress, as well as diminished well‐being and mental health in teachers. This study seeks to explore teacher burnout and subjective mental health from the start of the pandemic to the end of the 2020–21 school year. To better understand teachers' experiences during this time, we conducted a nationwide survey (n = 302) with teachers between May and June 2021, as well as four focus groups and four one‐on‐one interviews in the fall of 2021. Results suggest that teachers' subjective mental health, morale, and work‐life balance have significantly declined since the beginning of the pandemic. Teachers reported feeling anxious and burned out from teaching due to greater workloads and decreased support from administrators and parents. We conclude by discussing the implications of teacher subjective mental health and burnout and offer suggestions for better supporting teachers, practitioners, and their mental well‐being.

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Understanding Teacher Well-Being During the Covid-19 Pandemic Over Time: A Qualitative Longitudinal Study

Cited by 11 publications

References 18 publications

Inner strength amidst pandemic: Teachers' self‐efficacy patterns and perceived personal accomplishments

Inner strength amidst pandemic: Teachers' self‐efficacy patterns and perceived personal accomplishments

Teacher Morale, Job Satisfaction, and Burnout in Schools of Choice Following the COVID-19 Pandemic

“At Some Point We're Going to Reach Our Limit”: Understanding COVID‐19's impact on teacher burnout and subjective mental health

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