Teacher Stress, Well-being, and Coping Methods While Teaching During a Pandemic
| Author | : Veronica Medina |
| Publisher | : |
| Total Pages | : 0 |
| Release | : 2022 |
| ISBN-10 | : OCLC:1374338740 |
| ISBN-13 | : |
| Rating | : 4/5 ( Downloads) |
Download or read book Teacher Stress, Well-being, and Coping Methods While Teaching During a Pandemic written by Veronica Medina and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study sought to assess the current state of mental health of teachers and understand how the COVID-19 pandemic may have affected their well-being. This study also sought to learn what coping methods teachers may have utilized to manage teaching stress. Previous academic research shows that teachers' well-being strongly correlates to students' well-being and academic success. Understanding the current state of teachers' mental health and the strategies they use to cope is an essential contribution to a body of work focused on helping teachers improve well-being. Two theoretical frameworks were used in this study; first Emotional Contagion Theory was used to highlight the inter-relatedness and importance of the emotions of teachers and students. Secondly, Bronfenbrenner's Ecological System Theory provided a framework for how teacher well-being impacts students and how that influence may impact their families, schools, communities, and society. The researcher conducted a quantitative study using data gathered by participants using a survey method. Data gathered from the survey was analyzed using JASP software. This study found that 78% of participants said they often or always felt stressed due to work since the start of the pandemic, findings related to coping revealed that 58% strongly or somewhat agreed that coping methods helped them deal with stress during the pandemic. Time management and finding support through family and friends ranked highly among how teachers coped with stress. The data also showed that the more coping mechanisms used, the less depressed participants felt. These findings support the need for additional research and programs to assist teacher well-being in schools.
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