Brooks Melanie, Creely Edwin, Laletas Stella
Monash University, Australia.
Int J Educ Res Open. 2022;3:100146. doi: 10.1016/j.ijedro.2022.100146. Epub 2022 Mar 5.
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.
大约四分之一的教师在其职业生涯中都会经历压力感，对许多人来说，这会导致情绪耗竭和职业倦怠。在本文中，我们呈现了一个案例研究，探讨了在新冠疫情期间，澳大利亚一所小学的三名教职员工的幸福状况。拉扎勒斯和福克曼提出的压力与应对的交互模型被用作解释这组经历的框架。研究结果表明，疫情带来的对“未知”的恐惧所引发的额外压力，进一步加剧了参与者所承受的情感代价。这些情绪反应包括，因未能为学生提供最好的教育而产生的内疚感、对学校教育未知影响的焦虑，以及对领导人员缺乏沟通和决策不一致的沮丧感。尽管如此，这些教职员工分享了许多积极的应对策略，并在此经历中获得了成长。
