Cargando…
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...
Autores principales: | , , , , , , , , |
---|---|
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 |
_version_ | 1784748417381040128 |
---|---|
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. |
format | Online Article Text |
id | pubmed-9288205 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2022 |
publisher | Springer US |
record_format | MEDLINE/PubMed |
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 |
work_keys_str_mv | AT robinsonluze teachersstressandthecovid19pandemicaqualitativeanalysis AT validoalberto teachersstressandthecovid19pandemicaqualitativeanalysis AT drescheranne teachersstressandthecovid19pandemicaqualitativeanalysis AT woolweaverashleyb teachersstressandthecovid19pandemicaqualitativeanalysis AT espelagedorothyl teachersstressandthecovid19pandemicaqualitativeanalysis AT lomurrayscott teachersstressandthecovid19pandemicaqualitativeanalysis AT longannacj teachersstressandthecovid19pandemicaqualitativeanalysis AT wrightashlena teachersstressandthecovid19pandemicaqualitativeanalysis AT daileymeganm teachersstressandthecovid19pandemicaqualitativeanalysis |