Literaturnachweis - Detailanzeige
Autor/inn/en | Sokal, Laura; Eblie Trudel, Lesley; Heaman-Warne, Carl |
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Titel | Post-Traumatic Growth and Protection from Burnout in Teachers during the COVID-19 Pandemic |
Quelle | In: Alberta Journal of Educational Research, 69 (2023) 2, S.254-271 (18 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0002-4805 |
Schlagwörter | Trauma; Teacher Burnout; Faculty Development; COVID-19; Pandemics; Resilience (Psychology); Measures (Individuals); Teacher Characteristics; Foreign Countries; Canada; Maslach Burnout Inventory |
Abstract | Teachers have demonstrated a wide range of responses to the challenges of teaching within a pandemic. The current study investigated the relationship between resilience and post-traumatic growth in teachers during the COVID-19 pandemic. Based on administration of the Maslach Burnout Inventory in 2022, four teachers demonstrated high levels of resilience, indicating the potential that they had experienced post-traumatic growth. Follow-up interviews were therefore conducted to investigate whether these teachers demonstrated all seven characteristics of post-traumatic growth. Although all four resilient teachers indicated experiencing several characteristics, only two teachers demonstrated post-traumatic growth. The findings support a clear distinction between resilience and post-traumatic growth. Implications related to future research using both qualitative and quantitative methods to further illuminate the processes and conditions of post-traumatic growth are discussed. (As Provided). |
Anmerkungen | University of Alberta, Faculty of Education. 845 Education Centre South, Edmonton, AB T6G 2G5, Canada. Tel: 780-492-7941; Fax: 780-492-0236; Web site: https://journalhosting.ucalgary.ca/index.php/ajer/ |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |