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Generating Buoyancy in a Sea of Uncertainty: Teachers Creativity and Well-Being During the COVID-19 Pandemic

The global coronavirus disease 2019 (COVID-19) pandemic has caused significant uncertainty for students and teachers. During this time, teacher and student creative beliefs and affect play a supportive role in adaptively managing stress, finding joy, and bouncing back from inevitable setbacks with r...

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Autores principales: Anderson, Ross C., Bousselot, Tracy, Katz-Buoincontro, Jen, Todd, Jandee
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2021
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7848228/
https://www.ncbi.nlm.nih.gov/pubmed/33536979
http://dx.doi.org/10.3389/fpsyg.2020.614774
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author Anderson, Ross C.
Bousselot, Tracy
Katz-Buoincontro, Jen
Todd, Jandee
author_facet Anderson, Ross C.
Bousselot, Tracy
Katz-Buoincontro, Jen
Todd, Jandee
author_sort Anderson, Ross C.
collection PubMed
description The global coronavirus disease 2019 (COVID-19) pandemic has caused significant uncertainty for students and teachers. During this time, teacher and student creative beliefs and affect play a supportive role in adaptively managing stress, finding joy, and bouncing back from inevitable setbacks with resilience. Developing an adaptive orientation to creativity is a critically important step in helping teachers deal with the challenges and stress of reaching their students through distance learning, especially the most marginalized. This study aims to understand how teacher creativity linked to well-being in the face of COVID-19-related school shutdowns and how teachers planned to adapt creatively to distance learning through the guidance of a summer creative teaching training institute. Results from this sequential mixed method study demonstrated important relationships. Creative self-efficacy in teaching related to teacher buoyancy in the face of setbacks. Creative growth mindset related to teachers’ general positive affect in teaching. Lowered creative anxiety related to reduced effects of secondary traumatic stress and general negative affect in teaching. Environmental support and encouragement for creativity in schools may be foundational for teacher well-being by enhancing teachers’ dispositional joy, general positive affect, and reducing general negative affect. Results suggested additional stress and loss of creativity for most teachers due to the COVID-19 pandemic alongside substantial capacity for creative adaptations with the support of training for creativity in teaching and learning.
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spelling pubmed-78482282021-02-02 Generating Buoyancy in a Sea of Uncertainty: Teachers Creativity and Well-Being During the COVID-19 Pandemic Anderson, Ross C. Bousselot, Tracy Katz-Buoincontro, Jen Todd, Jandee Front Psychol Psychology The global coronavirus disease 2019 (COVID-19) pandemic has caused significant uncertainty for students and teachers. During this time, teacher and student creative beliefs and affect play a supportive role in adaptively managing stress, finding joy, and bouncing back from inevitable setbacks with resilience. Developing an adaptive orientation to creativity is a critically important step in helping teachers deal with the challenges and stress of reaching their students through distance learning, especially the most marginalized. This study aims to understand how teacher creativity linked to well-being in the face of COVID-19-related school shutdowns and how teachers planned to adapt creatively to distance learning through the guidance of a summer creative teaching training institute. Results from this sequential mixed method study demonstrated important relationships. Creative self-efficacy in teaching related to teacher buoyancy in the face of setbacks. Creative growth mindset related to teachers’ general positive affect in teaching. Lowered creative anxiety related to reduced effects of secondary traumatic stress and general negative affect in teaching. Environmental support and encouragement for creativity in schools may be foundational for teacher well-being by enhancing teachers’ dispositional joy, general positive affect, and reducing general negative affect. Results suggested additional stress and loss of creativity for most teachers due to the COVID-19 pandemic alongside substantial capacity for creative adaptations with the support of training for creativity in teaching and learning. Frontiers Media S.A. 2021-01-18 /pmc/articles/PMC7848228/ /pubmed/33536979 http://dx.doi.org/10.3389/fpsyg.2020.614774 Text en Copyright © 2021 Anderson, Bousselot, Katz-Buoincontro and Todd. http://creativecommons.org/licenses/by/4.0/ This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
spellingShingle Psychology
Anderson, Ross C.
Bousselot, Tracy
Katz-Buoincontro, Jen
Todd, Jandee
Generating Buoyancy in a Sea of Uncertainty: Teachers Creativity and Well-Being During the COVID-19 Pandemic
title Generating Buoyancy in a Sea of Uncertainty: Teachers Creativity and Well-Being During the COVID-19 Pandemic
title_full Generating Buoyancy in a Sea of Uncertainty: Teachers Creativity and Well-Being During the COVID-19 Pandemic
title_fullStr Generating Buoyancy in a Sea of Uncertainty: Teachers Creativity and Well-Being During the COVID-19 Pandemic
title_full_unstemmed Generating Buoyancy in a Sea of Uncertainty: Teachers Creativity and Well-Being During the COVID-19 Pandemic
title_short Generating Buoyancy in a Sea of Uncertainty: Teachers Creativity and Well-Being During the COVID-19 Pandemic
title_sort generating buoyancy in a sea of uncertainty: teachers creativity and well-being during the covid-19 pandemic
topic Psychology
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7848228/
https://www.ncbi.nlm.nih.gov/pubmed/33536979
http://dx.doi.org/10.3389/fpsyg.2020.614774
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