Finding a Way through the Fog: School Staff Experiences of the COVID-19 Pandemic

Autor/inn/en	Maitland, Josie; Glazzard, Jonathan
Titel	Finding a Way through the Fog: School Staff Experiences of the COVID-19 Pandemic
Quelle	In: Cambridge Journal of Education, 52 (2022) 5, S.555-577 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Maitland, Josie) ORCID (Glazzard, Jonathan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-764X
DOI	10.1080/0305764X.2022.2040954
Schlagwörter	Experience; COVID-19; Pandemics; Foreign Countries; Mental Health; Well Being; Resilience (Psychology); Elementary Schools; Middle Schools; Secondary Schools; Nontraditional Education; Leaders; Teachers; Teaching Assistants; Attitudes; United Kingdom + Suchen Sie Ihr Suchwort? Erfahrung; Ausland; Psychohygiene; Well-being; Wellness; Wohlbefinden; Elementary school; Grundschule; Volksschule; Middle school; Mittelschule; Mittelstufenschule; Sekundarschule; Non-traditional education; Alternative Erziehung; Fachleiter; Lehrer; Lehrerin; Lehrende; Attitude; Einstellung; Verhalten; Großbritannien
Abstract	This exploratory study reports on interviews carried out with 19 staff in UK schools during the early phase of the global COVID-19 pandemic. The focus of this qualitative study was to consider the impact of the pandemic on participants' mental health and wellbeing, and to identify buffering mechanisms which may have mitigated against adverse effects. Participants were employed in a range of role types (including leaders, teachers and teaching assistants) in different educational settings (primary, secondary and alternative provision), and in different regions of the United Kingdom. A process of thematic analysis identified five key themes from the data set: change and adaptation; loss; impact on wellbeing; risk and protective factors; and opportunities to reflect. Data indicate that staff resilience during this time can be understood as emerging from a nuanced and complex interaction of internal and external factors, and thus conceptualised within a socio-ecological framework. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01