Online Teaching Self-Efficacy, Social-Emotional Learning (SEL) Competencies, and Compassion Fatigue among Educators during the COVID-19 Pandemic

Autor/in	Yang, Chunyan
Titel	Online Teaching Self-Efficacy, Social-Emotional Learning (SEL) Competencies, and Compassion Fatigue among Educators during the COVID-19 Pandemic
Quelle	In: School Psychology Review, 50 (2021) 4, S.505-518 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0279-6015
DOI	10.1080/2372966X.2021.1903815
Schlagwörter	Electronic Learning; Self Efficacy; Social Emotional Learning; Teacher Competencies; Teacher Burnout; Fatigue (Biology); Altruism; Elementary School Teachers; Middle School Teachers; High School Teachers; Distance Education; COVID-19; Pandemics; Teaching Experience; Racial Differences; Urban Schools; Correlation; California + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Lehrkunst; Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Lehrer; Lehrerin; Fatigue; Ermüdung; Altruistic behavior; Altruismus; Elementary school; Grundschule; Volksschule; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; High school; High schools; Oberschule; Distance study; Distance learning; Fernunterricht; Rassenunterschied; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Korrelation; Kalifornien
Abstract	Guided by the social-cognitive theory and job demands-resources model, this study examined how educators perceived online teaching self-efficacy and social and emotional learning (SEL) competencies concurrently and interactively influenced educators' compassion fatigue during distance learning in the COVID-19 pandemic among 321 educators in California. Survey results suggested that educators with longer years of working in education and White educators reported higher levels of compassion fatigue than their counterparts. Controlling for educators' demographic factors, online teaching self-efficacy had a negative and significant association with compassion fatigue. Moreover, the negative association between online teaching self-efficacy and compassion fatigue was intensified among educators with a higher level of SEL competencies. The findings highlight the importance of promoting educators' online teaching self-efficacy in preventing educator compassion fatigue. It also indicates that educators with higher SEL competencies were more attuned to the negative association between online teaching self-efficacy and compassion fatigue than educators with lower SEL competencies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01