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      Teachers’ well-being and their teaching quality during the COVID-19 pandemic: a retrospective study

      , , ,
      Frontiers in Education
      Frontiers Media SA

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          Abstract

          During the COVID-19 pandemic, teachers reported low levels of well-being. Lower levels of well-being can negatively impact job performance and teaching quality. This study aims to examine whether the quality of teaching changed between before and during the pandemic, in two settings: remote and restricted in-person settings, and whether teachers’ well-being was related to the quality of teaching. 279 German-speaking (primary and secondary) teachers were retrospectively surveyed with an online questionnaire. Results showed that even if teachers reported being emotionally exhausted, they still were satisfied with their profession, highlighting the multidimensionality of well-being. For online instruction, teachers reported decrease in teaching quality in terms of cognitive activation, classroom management, and learning support compared to pre-pandemic times. Additionally, according to the teachers, their teaching quality did not return to its original state when schools reopened. However, the data does not show that this decrease is associated with teachers’ well-being. This study suggests that it is not only the quantity of learning that may have caused students’ learning losses, but also its quality. As a possible practical consequence, it seems helpful to provide teachers not only with technical, but also pedagogical support when teaching online and after having returned to in-person settings.

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          Risk and resilience in family well-being during the COVID-19 pandemic.

          The COVID-19 pandemic poses an acute threat to the well-being of children and families due to challenges related to social disruption such as financial insecurity, caregiving burden, and confinement-related stress (e.g., crowding, changes to structure, and routine). The consequences of these difficulties are likely to be longstanding, in part because of the ways in which contextual risk permeates the structures and processes of family systems. The current article draws from pertinent literature across topic areas of acute crises and long-term, cumulative risk to illustrate the multitude of ways in which the well-being of children and families may be at risk during COVID-19. The presented conceptual framework is based on systemic models of human development and family functioning and links social disruption due to COVID-19 to child adjustment through a cascading process involving caregiver well-being and family processes (i.e., organization, communication, and beliefs). An illustration of the centrality of family processes in buffering against risk in the context of COVID-19, as well as promoting resilience through shared family beliefs and close relationships, is provided. Finally, clinical and research implications are discussed. (PsycInfo Database Record (c) 2020 APA, all rights reserved).
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            Development of the Job Diagnostic Survey.

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              Effects on teachers' self-efficacy and job satisfaction: Teacher gender, years of experience, and job stress.

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                Author and article information

                Journal
                Frontiers in Education
                Front. Educ.
                Frontiers Media SA
                2504-284X
                June 14 2023
                June 14 2023
                : 8
                Article
                10.3389/feduc.2023.1136940
                c1c8899d-6e70-4111-9696-63d6d72c69c9
                © 2023

                Free to read

                https://creativecommons.org/licenses/by/4.0/

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