Literaturnachweis - Detailanzeige
| Autor/inn/en | Baker, Courtney N.; Peele, Haley; Daniels, Monica; Saybe, Megan; Whalen, Kathleen; Overstreet, Stacy |
|---|---|
| Titel | The Experience of COVID-19 and Its Impact on Teachers' Mental Health, Coping, and Teaching |
| Quelle | In: School Psychology Review, 50 (2021) 4, S.491-504 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0279-6015 |
| DOI | 10.1080/2372966X.2020.1855473 |
| Schlagwörter | COVID-19; Pandemics; Mental Health; Coping; Charter Schools; Teacher Attitudes; Stress Variables; Teaching Conditions; Racial Differences; Barriers; Urban Schools; African American Teachers; White Teachers; Resilience (Psychology); Elementary Secondary Education; Louisiana (New Orleans) |
| Abstract | The COVID-19 pandemic has placed significant demands on teachers. The current study uses needs assessment data gathered from 454 New Orleans charter school teachers (81% women; 55% Black; 73% regular education) during the first months of the pandemic. On average, teachers experienced seven stressors (out of 18 surveyed) and four protective factors (out of six surveyed). Teachers who experienced more stressors reported worse mental health and found it harder to cope and teach. Experiencing more protective factors was associated with finding it easier to cope and teach. In comparison to White teachers, Black teachers reported better mental health, more protective factors, less of a negative impact of stressors, and more of a positive impact of protective factors. Lack of connection and online teaching challenges were the most difficult aspects of teaching during the pandemic; support from coworkers and administrators were the most helpful. Recommendations to support teachers are discussed. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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