ArticleInternational journal of educational research open2023
Dynamic perspectives on education during the COVID-19 pandemic and implications for teacher well-being.
Article in International journal of educational research open, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers, 1 of them a synthesis that pooled it.
What it found
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The trial behind it
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Who cites it
6 citing papers in PubMed, 1 synthesis or guideline pooled it.
- Systematic review of teacher well-being research during the COVID-19 pandemic.Frontiers in psychology · 2024Pooled it
- School Readiness, Learning Challenges, and Lifestyle Changes Among Children During the COVID-19 Pandemic.The Journal of school health · 2026Article
- 'We're Not in a Place Where We Can Thrive Yet': A Qualitative Exploration of Systems of Health Promotion in Primary Schools in the Aftermath of the COVID-19 Pandemic.Child: care, health and development · 2025Article
- Dynamic perspectives on education during the COVID-19 pandemic and implications for teacher well-being.International journal of educational research open · 2023Article
- Teachers' occupational well-being during the COVID-19 pandemic: The role of resources and demands.Teaching and teacher education · 2022Article
- Teaching in times of COVID-19: A mixed-method study into teachers' teaching practices, psychological needs, stress, and well-being.Teaching and teacher education · 2022Article
Corrections and comments
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Authors and funding
2 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Twenty teachers took part in bi-weekly interviews over the course of the 2020-2021 school year and again one year later during the COVID-19 pandemic. Comparative findings on teachers' experiences indicated varied circumstances and a wide array of perspectives on coping during this protracted and stressful time. While some teachers demonstrated flourishing and resilience, the majority experienced a tipping point toward burnout. A small group languished, relating indicators of burnout and post-traumatic stress. Given the dynamic findings, a continuum of awareness is suggested that might assist teachers and administrators in critically assessing the range and dimensions of coping exhibited during the pandemic or subsequent stressful periods of time. With information of this nature available, we propose that school organizations could be better informed to provide supports and resources and improve worklife balance and well-being of teachers.
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Registered trials
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