Teachers' Emotional Exhaustion and Teaching Enthusiasm Before Versus During the COVID-19 Pandemic PDF Download
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Author: Thamar Voss
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
Abstract: Because of the sudden removal of teachers' work routines, we investigated pandemic-related changes in mathematics teachers' emotional exhaustion and teaching enthusiasm. We drew on data from a 15-year longitudinal study, including four prepandemic (2007-2019) and two pandemic (2021 and 2022) measurement points. During the COVID-19 pandemic, N = 194 teachers participated in 2021 and N = 214 in 2022. The results from latent growth curve models indicated a pronounced increase in emotional exhaustion and a decrease in enthusiasm during the pandemic. We also found that good technical equipment and high openness represent resources associated with a lower increase in emotional exhaustion, whereas difficulties with students during the COVID-19 pandemic and high extraversion were risk factors. Like in other occupations, these results indicate that COVID-19 negatively affected teachers' experiences and highlight the need to support teachers to avoid further negative consequences for teachers and students
Author: Thamar Voss
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
Abstract: Because of the sudden removal of teachers' work routines, we investigated pandemic-related changes in mathematics teachers' emotional exhaustion and teaching enthusiasm. We drew on data from a 15-year longitudinal study, including four prepandemic (2007-2019) and two pandemic (2021 and 2022) measurement points. During the COVID-19 pandemic, N = 194 teachers participated in 2021 and N = 214 in 2022. The results from latent growth curve models indicated a pronounced increase in emotional exhaustion and a decrease in enthusiasm during the pandemic. We also found that good technical equipment and high openness represent resources associated with a lower increase in emotional exhaustion, whereas difficulties with students during the COVID-19 pandemic and high extraversion were risk factors. Like in other occupations, these results indicate that COVID-19 negatively affected teachers' experiences and highlight the need to support teachers to avoid further negative consequences for teachers and students
Author: Christopher J. McCarthy
Publisher: IAP
ISBN:
Category : Education
Languages : en
Pages : 339
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Book Description
This volume informs our understanding of how educational settings can respond to the challenges of the COVID-19 pandemic and beyond. Teaching has always been a challenging profession but the pandemic has added unprecedented levels of demands. Much of what we know about stress and trauma in education predates the COVID-19 pandemic. As the pandemic recedes, it seems likely that recruiting and retaining teachers, always a challenge, will become even more difficult. This could not be worse for students, who face steep losses in their academic and socio-emotional progress after more than two years of pandemic-impacted schooling. The silver lining is that scholars who study the occupational health have spent the past several years studying the effect of the pandemic on teachers, which led us to edit this volume to collected what is known and have these experts explain how we can better support teachers in the future. This book documents the many impacts of the pandemic on the teaching profession, but also leverages research to chart a path forward. Part I examines the contours of stress, with a particular emphasis on COVID-19 impacts. These contributions range from parents’ achievement worries to compassion fatigue, and, more optimistically, how teachers cope. Part II examines pandemic impacts on pre-school teachers, in both the U.S. and in Australia. Given the social distancing in place during the pandemic, pre-school students and their teachers were under unique demands, as there is no substitute for the personal connection critical at that age. It is likely that students entering elementary school in the next few years will have work to do in their social skills. Part III focuses on mentoring and stress during the pandemic. Mentoring is an important part of teacher’s professional development, but the pandemic scrambled traditional forms of mentoring as all teachers were thrown into unfamiliar online technology. The final section of this book, Part IV, includes links between teacher stress and trauma during the pandemic. Clearly, with the ongoing nature of the pandemic, it is easy to see how trauma is likely to manifest in years to come. Readers of this book will better understand teacher demands, as well as the resources teachers will need going forward. Teachers made heroic efforts during the pandemic to help their students both academically and personally. We owe to them to learn from research during the pandemic that points to the way to a healthier occupational future.
Author: Erin A. Singer
Publisher: Emerald Group Publishing
ISBN: 1803824174
Category : Education
Languages : en
Pages : 365
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Book Description
Drawn to the Flame investigates incidences of burnout and burnout avoidance among educators in both K-12 and higher education spheres during the COVID-19 pandemic – a period that saw an intensification and increased frequency of polarizing sociocultural and socio-political conditions. .
Author: Julia Gale Hughes
Publisher:
ISBN:
Category : Burn out (Psychology)
Languages : en
Pages : 0
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Book Description
Author: Isabel Morales-Muñoz
Publisher: Frontiers Media SA
ISBN: 2889761207
Category : Science
Languages : en
Pages : 189
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Book Description
Author: Wesley Barnett
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
As a result of the Covid-19 pandemic, educators have experienced several drastic changes to teaching including the introduction of distance, virtual, hybrid, and in-person learning. During these stages of education, teachers experienced dramatic new occupational responsibilities which produced unintended consequences for many educators throughout the country. Now that the Covid-19 pandemic has officially ended, the researcher designed this study to understand the impact these occupational changes have had on educators' occupational stress levels, views toward school climate, and overall level of burnout. The scope of this research study was centered around teachers' own perspectives toward occupational requirements, their stress levels, their own views on school climate, and teacher burnout levels pre-and post-pandemic. To accumulate data in an effective and systematic approach, the researcher designed an explanatory, sequential, mixed-method study where data was obtained from the teaching faculty at a middle school in southern California. Quantitative data was obtained through a survey and qualitative data was gathered through semi-structured interviews. The data revealed that the Covid-19 pandemic significantly increased the occupational responsibilities of teachers. Further, the data shows that the occupational stress levels of educators greatly increased, the views toward school climate greatly decreased and the overall levels of burnout significantly increased. This data can be considered valid as the researcher avoided influencing participants' responses and analyzed the data in a uniform and systematic approach. The study concluded that teachers would benefit from more well-established occupational responsibilities and requirements. This would lead to less occupational stress levels for teachers, which would improve burnout levels. Further, this researcher identifies a need to research ways to better support the emotional, social, and mental health of teachers and students post pandemic. This could improve school climate and hopefully lower teacher burnout levels. Without any action, the United States can be entering a very concerning period in education.
Author: Heather M. Prokup
Publisher:
ISBN:
Category : Secondary traumatic stress
Languages : en
Pages : 0
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Book Description
Even before the onset of the COVID-19 pandemic, teachers were struggling with compassion fatigue. While the research base is growing, there is currently limited research that focuses on teachers or on the educational setting. This study had two primary focuses. The first of these focused on uncovering the factors and experiences that contribute to compassion fatigue. The second focused on understanding the effects of compassion fatigue, specifically how the contributing experiences affect teachers emotionally, psychologically, and physically. The study employed a series of semi-structured interviews, which were analyzed for a detailed description of the phenomenon. Additionally, due to the lack of a strong literature base, there was ample room to analyze the data for emergent ideas. Six themes emerged from this study, which include role definition, professional relationships, job satisfaction, health impacts, impacts on teaching and learning, and leadership. These themes detail the challenges faced by teachers on a daily basis and the impacts these experiences have on teachers. The recent changes to the role and expectations of teachers is significant and not sustainable. School leadership and school culture play important roles in teacher experiences of compassion fatigue. Teachers are suffering from intense and frequent of the physical and mental health impacts. This study makes suggestions for ways in which leaders can develop practices and policies that create healthier, happier workplaces for teachers.
Author: Edith Treviño
Publisher:
ISBN:
Category :
Languages : en
Pages : 27
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Book Description
This Covid19 pandemic has blindsided us like a car crash, and it punched us in the stomach rightas we were attempting to get back up. There has to be time spent on "recovering" from thewreck, and the punches. It is imperative that we recognize our own social emotional wellbeing, so that we can make our way out of this wreckage with strength, courage, and determination.We have been, and continue to be in a crisis. In the case of the COVID-19 pandemic, the crisis"can and should be viewed through the lens of trauma" (Horesh & Brown, 2020, p. 334). Whichmeans, you, your best friend who taught down the hall from you, your colleagues, yourteachers friends have all experienced trauma. And although there are different types of trauma, we can't run from the fact that we have experienced it at some level.Even before Covid-19, we already knew that teaching can be a very stressful job. While at thesame time, we also recognize that our commitment and love for our students outweighs thestress. Therefore we keep on going, we keep on moving forward without stopping. Many times, we sacrifice ourselves for students-that is just what we do. We did it before Covid-19, and we are doing that now.
Author: Paul A. Schutz
Publisher: Springer Science & Business Media
ISBN: 1441905642
Category : Education
Languages : en
Pages : 384
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Book Description
Some reports estimate that nearly 50% of teachers entering the profession leave within the first five years (Alliance for Excellent Education 2004; Ingersoll, 2003; Quality Counts 2000). One explanation of why teachers leave the profession so early in their career might be related to the emotional nature of the teaching profession. For example, teaching is an occupation that involves considerable emotional labor. Emotional labor involves the effort, planning, and control teachers need to express organizationally desired emotions during interpersonal transactions. As such, emotional labor has been associated with job dissatisfaction, health symptoms and emotional exhaustion, which are key components of burnout and related to teachers who drop out of the profession. Research into emotional labor in teaching and other aspects of teachers’ emotions is becoming increasingly important not only because of the growing number of teachers leaving the profession, but also because unpleasant classroom emotions have considerable implications for student learning, school climate and the quality of education in general. Using a variety of different methodological and theoretical approaches, the authors in this edited volume, Advances in Teacher Emotion Research: The Impact on Teachers’ Lives, provide a systematic overview that enriches our understanding of the role of emotions in teachers’ professional lives and work. More specifically, the authors discuss inquiry related to teachers’ emotions in educational reform, teacher identity, student involvement, race/class/gender issues, school administration and inspection, emotional labor, teacher burnout and several other related issues. This volume, then, represents the accumulation of different epistemological and theoretical positions related to inquiry on teachers’ emotions, acknowledging that emotions are core components of teachers’ lives. Advances in Teacher Emotion Research takes an eclectic look at teacher emotions, presenting current research from diverse perspectives, thereby making this volume a significant contribution to the field.
Author: Sally Osborne
Publisher:
ISBN:
Category : COVID-19 Pandemic, 2020-
Languages : en
Pages : 0
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Book Description
The COVID-19 pandemic had significant impacts on education, and the crisis was further complicated by rising tensions around multiple aspects of teaching and schools in general. The purpose of this study was to explore the lived experiences of elementary educators who worked during the pandemic and to examine how leadership practices affected teachers' experiences during this complex time. This study was designed as a phenomenological qualitative study utilizing an interpretive approach seeking to describe, understand, and interpret the experiences of six elementary school teachers and five elementary school principals during the COVID-19 global crisis. Each of the eleven participants was interviewed twice using semi-structured interview protocols adapted from McAdams' (2007) Life Story Interview. This study analyzed teachers' accounts through the lens of burnout and resilience theories. Findings from this study revealed educators have experienced unprecedented stressors and emotional exhaustion. The study articulated the importance of supportive relationships and leadership practices. Consequently, stakeholders must understand the experiences of educators and look for more ways to support them during times of crisis.
