Elementary School Teacher Well-Being and Supportive Measures Amid COVID-19: An Exploratory Study

Autor/inn/en	Chan, Mei-ki; Sharkey, Jill D.; Lawrie, Smaranda Ioana; Arch, Dina A. N.; Nylund-Gibson, Karen
Titel	Elementary School Teacher Well-Being and Supportive Measures Amid COVID-19: An Exploratory Study
Quelle	In: School Psychology, 36 (2021) 6, S.533-545 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chan, Mei-ki) ORCID (Sharkey, Jill D.) ORCID (Lawrie, Smaranda Ioana) ORCID (Arch, Dina A. N.) ORCID (Nylund-Gibson, Karen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2578-4218
DOI	10.1037/spq0000441
Schlagwörter	Elementary School Teachers; Well Being; COVID-19; Pandemics; Teacher Attitudes; Teaching Experience; Teacher Burnout; Anxiety; Measures (Individuals); Role Conflict; Professional Autonomy; Self Efficacy; Job Satisfaction; Maslach Burnout Inventory + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Well-being; Wellness; Wohlbefinden; Lehrerverhalten; Burnout-syndrom; Burnout; Burnout-Syndrom; Angst; Messdaten; Rollenkonflikt; Berufsfreiheit; Self-efficacy; Selbstwirksamkeit; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit
Abstract	As frontline education providers, teachers have encountered many challenges since the outbreak of the COVID-19 pandemic. To better understand teacher well-being during this crisis and inform practices to support them, this study employed an online survey with a mixed-methods approach to assess teacher well-being and the support they need to work effectively. A sample of 151 elementary school teachers in the United States was recruited in summer 2020 to complete an online survey through emails and social media outlets. Participants were asked to provide retrospective reports of their experiences teaching in spring 2020 after schools closed due to COVID-19. The majority of participants reported feeling emotionally exhausted and high levels of task stress and job ambiguity. Consistent with hypotheses, path analysis testing a model informed by the job demand--resources framework indicated that task stress and job ambiguity were robustly related to teacher well-being. Moreover, three job resources (i.e., teaching efficacy, school connectedness, and teaching autonomy) were related to job satisfaction. A moderation finding revealed that teachers who reported high teaching efficacy felt emotionally exhausted when they were unclear of their job duties. Thematic analysis of responses to an open-ended question found that teachers would feel supported if provided resources to develop competence in distance learning, workplace emotional support, and flexibility during COVID-19. The findings identified a critical need to allocate more attention and resources to support teacher psychological health by strengthening emotional support, autonomy, and teaching efficacy. (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