Anderson Ross C, Bousselot Tracy, Katz-Buoincontro Jen, Todd Jandee
Inflexion, Eugene, OR, United States.
School of Education, Drexel University, Philadelphia, PA, United States.
Front Psychol. 2021 Jan 18;11:614774. doi: 10.3389/fpsyg.2020.614774. eCollection 2020.
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.
全球2019冠状病毒病（COVID-19）大流行给学生和教师带来了极大的不确定性。在此期间，教师和学生的创造性信念及情感在适应性地应对压力、寻找乐趣以及从不可避免的挫折中恢复韧性方面发挥着支持作用。培养对创造力的适应性取向是帮助教师应对通过远程学习接触学生所面临的挑战和压力的关键重要一步，尤其是对于那些最边缘化的学生。本研究旨在了解在与COVID-19相关的学校停课情况下，教师创造力与幸福感之间的联系，以及教师计划如何通过一个暑期创造性教学培训机构的指导来创造性地适应远程学习。这项序贯混合方法研究的结果表明了重要的关系。教学中的创造性自我效能感与教师面对挫折时的乐观情绪相关。创造性成长心态与教师在教学中的总体积极情感相关。创造性焦虑的降低与继发性创伤应激影响的减轻以及教学中的总体消极情感的减少相关。学校对创造力的环境支持和鼓励可能通过增强教师的固有喜悦感、总体积极情感以及减少总体消极情感，成为教师幸福感的基础。结果表明，由于COVID-19大流行，大多数教师面临额外的压力和创造力的丧失，同时在教学中创造力培训的支持下，他们具有显著的创造性适应能力。
