Individual and School Predictors of Teacher Stress, Coping, and Wellness during the COVID-19 Pandemic

Autor/inn/en	Herman, Keith C.; Sebastian, James; Reinke, Wendy M.; Huang, Francis L.
Titel	Individual and School Predictors of Teacher Stress, Coping, and Wellness during the COVID-19 Pandemic
Quelle	In: School Psychology, 36 (2021) 6, S.483-493 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Herman, Keith C.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2578-4218
DOI	10.1037/spq0000456
Schlagwörter	Predictor Variables; Stress Variables; Coping; Well Being; Job Satisfaction; COVID-19; Pandemics; School Closing; Electronic Learning; Educational Environment; Elementary School Teachers; Secondary School Teachers; Classroom Techniques; Self Efficacy; Collegiality; Discipline Policy; Learner Engagement; Missouri; Oklahoma + Suchen Sie Ihr Suchwort? Prädiktor; Bewältigung; Well-being; Wellness; Wohlbefinden; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; School closings; Schule; Schließung; Schließung (von Schulen); Lernumgebung; Pädagogische Umwelt; Schulumwelt; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Klassenführung; Self-efficacy; Selbstwirksamkeit; Kollegialität; Disziplinarmaßnahme
Abstract	The Coronavirus disease 2019 (COVID-19) pandemic created unprecedented challenges for the U.S. education system and for teachers. The present study examined correlates and predictors of teacher well-being in the immediate aftermath of school closures related to the pandemic. Data were collected as part of a larger group randomized trial. Six hundred and thirty-nine teachers completed surveys about their stress, coping, health, job satisfaction, and internalizing symptoms in Fall 2019, before the pandemic, and May 2020, during the pandemic. Teachers also provided ratings during COVID-19 of their teaching, student attendance and engagement, and concern about students and families. Teachers reported lower levels of work-related stress after the pandemic's onset compared to their prepandemic levels. Multilevel regression analyses revealed teacher confidence in their ability to manage student behaviors as a consistent and robust predictor of teacher well-being outcomes. Additionally, pre-COVID-19 school-level factors measured in Fall 2019, including collegial school leadership and fair and equitable school discipline structures, also predicted aspects of teacher well-being at the onset of COVID-19. Findings suggest the importance of teacher competence and perceived efficacy in managing student behavior and engaging them in learning to help them adapt to the stressors of a pandemic. Additionally, aspects of organizational health and climate may also help facilitate or hinder teacher adjustment. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01