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Teachers, Stress, and the COVID-19 Pandemic: A Qualitative Analysis

The 2020–2021 academic year brought numerous challenges to teachers across the country as they worked to educate students amidst the COVID-19 pandemic. The current study is a secondary data analysis of qualitative responses collected as part of a teacher survey to evaluate a social emotional learnin...

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Autores principales: Robinson, Luz E., Valido, Alberto, Drescher, Anne, Woolweaver, Ashley B., Espelage, Dorothy L., LoMurray, Scott, Long, Anna C. J., Wright, Ashlen A., Dailey, Megan M.
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Springer US 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9288205/
https://www.ncbi.nlm.nih.gov/pubmed/35875185
http://dx.doi.org/10.1007/s12310-022-09533-2
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author Robinson, Luz E.
Valido, Alberto
Drescher, Anne
Woolweaver, Ashley B.
Espelage, Dorothy L.
LoMurray, Scott
Long, Anna C. J.
Wright, Ashlen A.
Dailey, Megan M.
author_facet Robinson, Luz E.
Valido, Alberto
Drescher, Anne
Woolweaver, Ashley B.
Espelage, Dorothy L.
LoMurray, Scott
Long, Anna C. J.
Wright, Ashlen A.
Dailey, Megan M.
author_sort Robinson, Luz E.
collection PubMed
description The 2020–2021 academic year brought numerous challenges to teachers across the country as they worked to educate students amidst the COVID-19 pandemic. The current study is a secondary data analysis of qualitative responses collected as part of a teacher survey to evaluate a social emotional learning curriculum implemented during the 2020–2021 academic year. The lived experiences of teachers (N = 52) across 11 elementary schools in the Great Plains region were captured through open-ended questions as the teachers transitioned from in-person to remote learning. A phenomenological approach was utilized to analyze the challenges expressed by teachers as they faced instability and additional professional demands. Given that stress and other factors that strain mental health exist within multiple layers of an individual's social ecology, a modified social-ecological framework was used to organize the results and themes. Findings suggest that during the academic year, teachers experienced stressors related to their personal and professional roles, concerns for students’ well-being which extended beyond academics, and frustrations with administration and other institutional entities around COVID safety measures. Without adequate support and inclusion of teacher perspectives, job-related stress may lead to teacher shortages, deterioration of teacher mental health, and ultimately worse outcomes for students. Implications for policy, research, and practice are discussed. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1007/s12310-022-09533-2.
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spelling pubmed-92882052022-07-18 Teachers, Stress, and the COVID-19 Pandemic: A Qualitative Analysis Robinson, Luz E. Valido, Alberto Drescher, Anne Woolweaver, Ashley B. Espelage, Dorothy L. LoMurray, Scott Long, Anna C. J. Wright, Ashlen A. Dailey, Megan M. School Ment Health Original Paper The 2020–2021 academic year brought numerous challenges to teachers across the country as they worked to educate students amidst the COVID-19 pandemic. The current study is a secondary data analysis of qualitative responses collected as part of a teacher survey to evaluate a social emotional learning curriculum implemented during the 2020–2021 academic year. The lived experiences of teachers (N = 52) across 11 elementary schools in the Great Plains region were captured through open-ended questions as the teachers transitioned from in-person to remote learning. A phenomenological approach was utilized to analyze the challenges expressed by teachers as they faced instability and additional professional demands. Given that stress and other factors that strain mental health exist within multiple layers of an individual's social ecology, a modified social-ecological framework was used to organize the results and themes. Findings suggest that during the academic year, teachers experienced stressors related to their personal and professional roles, concerns for students’ well-being which extended beyond academics, and frustrations with administration and other institutional entities around COVID safety measures. Without adequate support and inclusion of teacher perspectives, job-related stress may lead to teacher shortages, deterioration of teacher mental health, and ultimately worse outcomes for students. Implications for policy, research, and practice are discussed. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1007/s12310-022-09533-2. Springer US 2022-07-16 2023 /pmc/articles/PMC9288205/ /pubmed/35875185 http://dx.doi.org/10.1007/s12310-022-09533-2 Text en © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2022 This article is made available via the PMC Open Access Subset for unrestricted research re-use and secondary analysis in any form or by any means with acknowledgement of the original source. These permissions are granted for the duration of the World Health Organization (WHO) declaration of COVID-19 as a global pandemic.
spellingShingle Original Paper
Robinson, Luz E.
Valido, Alberto
Drescher, Anne
Woolweaver, Ashley B.
Espelage, Dorothy L.
LoMurray, Scott
Long, Anna C. J.
Wright, Ashlen A.
Dailey, Megan M.
Teachers, Stress, and the COVID-19 Pandemic: A Qualitative Analysis
title Teachers, Stress, and the COVID-19 Pandemic: A Qualitative Analysis
title_full Teachers, Stress, and the COVID-19 Pandemic: A Qualitative Analysis
title_fullStr Teachers, Stress, and the COVID-19 Pandemic: A Qualitative Analysis
title_full_unstemmed Teachers, Stress, and the COVID-19 Pandemic: A Qualitative Analysis
title_short Teachers, Stress, and the COVID-19 Pandemic: A Qualitative Analysis
title_sort teachers, stress, and the covid-19 pandemic: a qualitative analysis
topic Original Paper
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9288205/
https://www.ncbi.nlm.nih.gov/pubmed/35875185
http://dx.doi.org/10.1007/s12310-022-09533-2
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