"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

Autor/inn/en	Kim, Lisa E.; Oxley, Laura; Asbury, Kathryn
Titel	"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
Quelle	In: British Journal of Educational Psychology, 92 (2022) 1, S.299-318 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kim, Lisa E.) ORCID (Oxley, Laura) ORCID (Asbury, Kathryn)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-0998
DOI	10.1111/bjep.12450
Schlagwörter	Mental Health; Well Being; Longitudinal Studies; Elementary School Teachers; Secondary School Teachers; COVID-19; Pandemics + Suchen Sie Ihr Suchwort? Psychohygiene; Well-being; Wellness; Wohlbefinden; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	Background: 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. Aim and participants: 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. Method: 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. Results: 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). Conclusions: 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. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01