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Coping through the unknown: School staff wellbeing during the COVID-19 pandemic
Approximately one quarter of all teachers experience feelings of stress throughout their careers, for many this leads to emotional exhaustion and burnout. In this article we present a case study that explores the wellbeing of three teaching staff from an Australian Primary School, during the COVID-1...
Autores principales: | , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
The Authors. Published by Elsevier Ltd.
2022
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8896967/ https://www.ncbi.nlm.nih.gov/pubmed/35280701 http://dx.doi.org/10.1016/j.ijedro.2022.100146 |
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author | Brooks, Melanie Creely, Edwin Laletas, Stella |
author_facet | Brooks, Melanie Creely, Edwin Laletas, Stella |
author_sort | Brooks, Melanie |
collection | PubMed |
description | Approximately one quarter of all teachers experience feelings of stress throughout their careers, for many this leads to emotional exhaustion and burnout. In this article we present a case study that explores the wellbeing of three teaching staff from an Australian Primary School, during the COVID-19 pandemic. The Transactional Model of Stress and Coping devised by Lazarus and Folkman was used as the framework to interpret this group of experiences. The findings indicated that the additional stress induced by fear of the ‘unknown’ imposed by the pandemic further intensified the emotional toll experienced by participants. These emotional responses included feelings of guilt about their providing the best education for students, anxiety about the unknown implications on schooling and frustration at the lack of communication and inconsistent decision making by people holding leadership positions. Despite this, these teaching staff shared many positive strategies for coping and grow through the experience. |
format | Online Article Text |
id | pubmed-8896967 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2022 |
publisher | The Authors. Published by Elsevier Ltd. |
record_format | MEDLINE/PubMed |
spelling | pubmed-88969672022-03-07 Coping through the unknown: School staff wellbeing during the COVID-19 pandemic Brooks, Melanie Creely, Edwin Laletas, Stella Int J Educ Res Open Article Approximately one quarter of all teachers experience feelings of stress throughout their careers, for many this leads to emotional exhaustion and burnout. In this article we present a case study that explores the wellbeing of three teaching staff from an Australian Primary School, during the COVID-19 pandemic. The Transactional Model of Stress and Coping devised by Lazarus and Folkman was used as the framework to interpret this group of experiences. The findings indicated that the additional stress induced by fear of the ‘unknown’ imposed by the pandemic further intensified the emotional toll experienced by participants. These emotional responses included feelings of guilt about their providing the best education for students, anxiety about the unknown implications on schooling and frustration at the lack of communication and inconsistent decision making by people holding leadership positions. Despite this, these teaching staff shared many positive strategies for coping and grow through the experience. The Authors. Published by Elsevier Ltd. 2022 2022-03-05 /pmc/articles/PMC8896967/ /pubmed/35280701 http://dx.doi.org/10.1016/j.ijedro.2022.100146 Text en © 2022 The Authors. Published by Elsevier Ltd. Since January 2020 Elsevier has created a COVID-19 resource centre with free information in English and Mandarin on the novel coronavirus COVID-19. The COVID-19 resource centre is hosted on Elsevier Connect, the company's public news and information website. Elsevier hereby grants permission to make all its COVID-19-related research that is available on the COVID-19 resource centre - including this research content - immediately available in PubMed Central and other publicly funded repositories, such as the WHO COVID database with rights for unrestricted research re-use and analyses in any form or by any means with acknowledgement of the original source. These permissions are granted for free by Elsevier for as long as the COVID-19 resource centre remains active. |
spellingShingle | Article Brooks, Melanie Creely, Edwin Laletas, Stella Coping through the unknown: School staff wellbeing during the COVID-19 pandemic |
title | Coping through the unknown: School staff wellbeing during the COVID-19 pandemic |
title_full | Coping through the unknown: School staff wellbeing during the COVID-19 pandemic |
title_fullStr | Coping through the unknown: School staff wellbeing during the COVID-19 pandemic |
title_full_unstemmed | Coping through the unknown: School staff wellbeing during the COVID-19 pandemic |
title_short | Coping through the unknown: School staff wellbeing during the COVID-19 pandemic |
title_sort | coping through the unknown: school staff wellbeing during the covid-19 pandemic |
topic | Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8896967/ https://www.ncbi.nlm.nih.gov/pubmed/35280701 http://dx.doi.org/10.1016/j.ijedro.2022.100146 |
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