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      In the Midst of a Pandemic : Australian Teachers Talk About Their Well-Being

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          Abstract

          Abstract. The COVID-19 pandemic confronted teachers with unprecedented challenges to their well-being. Drawing on theories of teacher well-being and resilience, this qualitative study explores how teachers experience well-being in their work during the pandemic and the resilience process of activating strategies to maintain their well-being. Participants were 26 teachers from Australian primary and secondary schools. While teachers experienced personal stress or anxiety, they consciously adopted a positive outlook and deliberately engaged in various activities to restore their well-being. Relations with students and colleagues were constraints as well as key enablers of well-being. At the organizational level, flexibility and practical resources provided by schools was an enabler reported by all participants. The study is limited as teachers were from one location, but they reflected a range of schools, roles, and experiences. Findings indicate the proactive approach of teachers and the importance of contextual resources in restoring their well-being during the pandemic.

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          Most cited references57

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          The job demands-resources model of burnout.

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            Subjective well-being.

            Ed Diener (1984)
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              Thriving not just surviving: A review of research on teacher resilience

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                Author and article information

                Contributors
                Journal
                zfp
                Zeitschrift für Psychologie
                Hogrefe Publishing
                2190-8370
                2151-2604
                July 1, 2022
                July 2022
                : 230
                : 3 , Topical Issue: How Does Well-Being in School Matter? Effects, Influencing Factors, and Promotion
                : 253-263
                Affiliations
                [ 1 ]School of Education, Curtin University, Australia
                [ 2 ]Institute of Educational Science, Department of Research in School and Instruction, University of Bern, Switzerland
                [ 3 ]Faculty of Education, Philosophy and Theology, The University of Notre Dame, Australia
                Author notes
                Susan Beltman, School of Education, Curtin University, Kent St, Bentley, Western Australia 6102, Australia s.beltman@ 123456curtin.edu.au
                Article
                zfp_230_3_253
                10.1027/2151-2604/a000502
                c8f67eba-159f-4992-ba86-b01a1ab390c3
                Product
                Self URI (journal-page): https://econtent.hogrefe.com/loi/zfp
                Categories
                Original Article

                Psychology,General behavioral science
                Australia,socioecological approach,resilience,well-being,teachers

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