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 of Education, University of North Carolina at Chapel Hill, Chapel Hill, NC USA.
Sources of Strength, Lakewood, CO USA.
School Ment Health. 2023;15(1):78-89. doi: 10.1007/s12310-022-09533-2. Epub 2022 Jul 16.
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 ( = 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.
The online version contains supplementary material available at 10.1007/s12310-022-09533-2.
2020 - 2021学年给全国各地的教师带来了诸多挑战，因为他们在新冠疫情期间努力开展学生教育工作。本研究是对作为教师调查一部分收集的定性回复进行的二次数据分析，该调查旨在评估2020 - 2021学年实施的社会情感学习课程。当教师们从面对面教学过渡到远程学习时，通过开放式问题捕捉了大平原地区11所小学的52名教师的生活经历。采用现象学方法分析教师在面临不稳定和额外专业要求时所表达的挑战。鉴于压力和其他影响心理健康的因素存在于个人社会生态的多个层面，使用了一个经过修改的社会生态框架来组织结果和主题。研究结果表明，在本学年，教师经历了与个人和职业角色相关的压力源、对学生福祉超出学业范畴的担忧，以及对围绕新冠安全措施的行政部门和其他机构实体的不满。如果没有足够的支持以及纳入教师的观点，与工作相关的压力可能导致教师短缺、教师心理健康恶化，最终给学生带来更糟糕的结果。讨论了对政策、研究和实践的启示。
在线版本包含可在10.1007/s12310 - 022 - 09533 - 2获取的补充材料。
