"My brain feels like a browser with 100 tabs open": A longitudinal study of teachers' mental health and well-being during the COVID-19 pandemic.
"My brain feels like a browser with 100 tabs open": A longitudinal study of teachers' mental health and well-being during the COVID-19 pandemic.
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DOI：
10.1111/bjep.12450
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发表时间：
2022-03
期刊：
影响因子：
--
通讯作者：
Asbury K
中科院分区：
文献类型：
--
作者：
Kim LE;Oxley L;Asbury K
在COVID - 19大流行期间，教学和照顾学生对许多教师来说是一项挑战，它对教师心理健康和福祉（MHWB）的影响应该引起国家和国际的高度关注。本研究采用纵向定性轨迹分析方法，对2020年4月、7月和11月三个时间点24名中小学教师的MHWB体验进行了研究。基于工作需求-资源模型，我们使用了归纳和演绎编码的混合方法，以确定教师在三个时间点上报告的工作需求（工作中可能在身体或心理上付出代价的方面）和工作资源（工作中可以缓冲工作需求的影响并促进成就和成长的方面）。总体而言，教师的MHWB在疫情期间似乎有所下降，尤其是小学领导。六种工作需求（不确定性、工作量、职业负面感知、关心他人福祉、健康斗争和多重角色）对教师的职业素养有负向影响，三种工作资源（社会支持、工作自主性和应对策略）对教师的职业素养有正向影响。政策制定者和实践者可以通过参与更多的协作性沟通和确保更容易获得社会支持来源来支持教师的MHWB。这些讨论和规定对于在大流行期间和之后支持教师，从而支持教育系统至关重要。
Teaching and caring for pupils during the COVID‐19 pandemic has been a challenge for many teachers, and its impact on teachers’ mental health and well‐being (MHWB) should be of great national and international concern. This study examines 24 primary and secondary school teachers’ MHWB experiences across three time points (April, July, and November 2020) using longitudinal qualitative trajectory analysis. We used a mixture of inductive and deductive coding, based on the Job Demands–Resources Model, to identify the job demands (aspects of the job that can be physically or psychologically costly) and job resources (aspects of the job that can buffer the effects of job demands and promote achievement and growth) teachers reported experiencing across the three time points. Generally, teachers’ MHWB seemed to have declined throughout the pandemic, especially for primary school leaders. Six job demands contributed negatively to teachers’ MHWB (i.e., uncertainty, workload, negative perception of the profession, concern for others’ well‐being, health struggles, and multiple roles) and three job resources contributed positively to their MHWB (i.e., social support, work autonomy, and coping strategies). Policymakers and practitioners can support teachers’ MHWB by engaging in more collaborative communication and ensuring greater accessibility to sources of social support. These discussions and provisions will be crucial in supporting teachers, and thereby the educational system, both during and after the pandemic.
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影响因子：
3.9
作者：
Madigan, Daniel J.;Kim, Lisa E.
通讯作者：
Kim, Lisa E.
影响因子：
1.8
作者：
Grossoehme, Daniel;Lipstein, Ellen
通讯作者：
Lipstein, Ellen
DOI：
10.1111/bjep.12381
发表时间：
2020-12
期刊：
The British journal of educational psychology
影响因子：
--
作者：
Kim LE;Asbury K
通讯作者：
Asbury K
影响因子：
2.7
作者：
Allen, Rebecca;Benhenda, Asma;Sims, Sam
通讯作者：
Sims, Sam
影响因子：
3.9
作者：
Gu, Qing;Day, Christopher
通讯作者：
Day, Christopher