Jeanine Rainbolt College of Education, University of Oklahoma, Norman, OK 73019, USA.
College of Allied Health, University of Oklahoma Schusterman Center, Tulsa, OK 74135, USA.
Int J Environ Res Public Health. 2022 Apr 18;19(8):4919. doi: 10.3390/ijerph19084919.
While a global understanding of teacher well-being during the COVID-19 pandemic is beginning to emerge, much remains to be understood about what early childhood teachers have felt and experienced with respect to their work and well-being. The present mixed-method study examined early care and education (ECE) teachers' working conditions and physical, psychological, and professional well-being during the COVID-19 pandemic using a national sample of 1434 ECE teachers in the U.S. We also explored differences in working conditions and well-being among in-person, online, and closed schools, given the unique challenges and risks that ECE teachers may have faced by teaching in these different modalities. From the results of an online survey, we found that in the early months of the pandemic, many ECE teachers faced stressful, challenging work environments. Some were teaching in new, foreign modes and formats, and those still teaching in person faced new challenges. We found many common issues and challenges related to psychological and physical well-being across the three teaching groups from the qualitative analysis, but a more complicated picture emerged from the quantitative analysis. After controlling for education and center type, we found that aspects of professional commitment were lower among those teachers teaching in person. Additionally, there were racial differences across several of our measures of well-being for teachers whose centers were closed. Upon closer examination of these findings via a moderation analysis with teacher modality, we found that Black and Hispanic teachers had higher levels of psychological well-being for some of our indicators when their centers were closed, yet these benefits were not present for Black and Hispanic teachers teaching in person.
虽然人们对 COVID-19 大流行期间教师的整体幸福感开始有了一定的了解，但对于幼儿教师在工作和幸福感方面的感受和体验，仍有许多需要了解的地方。本混合方法研究使用美国全国范围内的 1434 名幼儿教育教师样本，研究了 COVID-19 大流行期间幼儿教育教师的工作条件以及身体、心理和职业幸福感。鉴于幼儿教师在不同模式下教学可能面临的独特挑战和风险，我们还探讨了面对面、在线和关闭学校的工作条件和幸福感方面的差异。从一项在线调查的结果中，我们发现，在大流行的早期，许多幼儿教师面临着充满压力和挑战的工作环境。一些教师正在采用新的、陌生的模式和形式进行教学，而那些仍在进行面对面教学的教师则面临着新的挑战。我们从定性分析中发现了许多与心理和身体健康相关的常见问题和挑战，但从定量分析中可以看出更为复杂的情况。在控制了教育程度和中心类型后，我们发现，面对面教学的教师的职业投入度方面较低。此外，对于我们衡量幸福感的几项措施，关闭中心的教师存在种族差异。通过对教师模式的调节分析进一步研究这些发现，我们发现，对于我们一些指标的心理健康，当他们的中心关闭时，黑人教师和西班牙裔教师的水平更高，然而这些益处并不存在于黑人教师和西班牙裔教师进行面对面教学时。
