Occupational stress of elementary school teachers after eased COVID-19 restrictions: a qualitative study from China.

Background: On December 7, 2022, China optimized its virus response and significantly shifted its epidemic policy by downgrading COVID management and gradually restoring offline teaching in schools. This shift has brought many impacts on teachers. Aims: Through qualitative research of thematic analysis, this paper studies the occupational pressure of primary school teachers in China after the shift in epidemic policy. Methods: Two recruitment methods are adopted for this study. One was to email the principals of several primary schools in Zhejiang Province to introduce the research project and indicate the idea of recruiting participants. With their help, we have found teachers who volunteer to participate. The second was to release recruitment information in the network forum (e.g., online teacher forums) to find volunteer participants. Through semi-structured interviews and diaries, 18 primary school teachers from different regions and schools in Zhejiang Province were interviewed. All responses in the interviews were transcribed anonymously. Braun and Clarke's thematic analysis was used to analyze the participants' responses. Results: Eighteen participants took part in the research project. Forty-five final codes, generated from 89 codes initially obtained from the dataset, are classified into five final themes: uncertainty, overburdened, neglected, worry about students, and influence, which reflect the professional stress of primary school teachers following the epidemic prevention policies relaxed. Conclusion: Five themes were identified in the research. The problems described by the participants include burdensome offline activities, being disturbed out of hours, and appearing understaffed for the infection. These problems harmed the participants' mental health, including anxiety, fatigue, stress, and other adverse psychological conditions. Awareness and attention to the psychological situation of primary school teachers after the eased COVID control are crucial. We believe protecting teachers' mental health is necessary, especially in this particular period.

Professional development, learning and innovation in the peru's special education

This paper presents results of the exploratory phase of a study carried out in Peru between November 2021 and July 2022 with teachers who attend the modality called special education. The aim of the study was to know the aspects that these teachers accentuate as characteristic of their work as carried out under the conditions of distance-learning imposed by COVID-19. The study included a review of specialized literature on the subject, as well as the response given by 90 teachers to three open questions integrated into a digital questionnaire that was applied through Google Forms. The analysis of the information obtained allowed the authors to identify three units of meaning on which the responses were concentrated: training needs, the construction of new learnings, and the implementation of innovative practices. The findings are substantial to continue with inquiries about training processes, practical learning, and innovative solutions that allow special education teachers to have the necessary conceptual and procedural tools. Likewise, by recovering first-hand information that reveals problems that are currently faced by teachers, the study adds to the debate about how to respond to the students enrolled in this educational modality. © 2022, Associacao Iberica de Sistemas e Tecnologias de Informacao. All rights reserved.

Psychological Impact of E-Learning among Students: A Survey

Aim: This study is conducted to know the psychological impact of e learning among the students. Background(s): From the time of very first beginning of civilization to modern days before corona pandemic situation, most of the students of India are very much used to with the offline mode of learning. But now the situation is changed totally. They are getting themselves adapted to the online mode of learning as per need of time. In this changed scenario they are totally disconnected from their usual life with frames schools teachers and society. This situation wreaks havoc to their psychology. Methodology: This study is conducted with primary data in form of online survey. It was conducted with a pre formed questionnaire. 428 responses were collected for the present study. With advanced Excel software statistical analysis done. Outcome(s): Results show that students have shown negative impression on online learning and still they are not ready totally psychologically. Still positive answers show neck to neck result, which signifies increasing interest towards e learning. More practices and awareness required before further implementation.Copyright © 2020 Ubiquity Press. All rights reserved.

The lived experiences of elementary school teachers' implementation of social-emotional learning: transitions from in-person and remote settings

This qualitative study examined elementary school teachers' transitions from in-person to remote social-emotional learning during the COVID-19 pandemic in a northeastern US public school district. This study addressed the following central research question using Bandura's (1977) self-efficacy theory and CASEL's Framework (2021) for social and emotional learning: What were teachers' lived experiences while teaching social-emotional learning (SEL) during both remote and in-person instruction in elementary school throughout the Covid-19 pandemic? Eight teachers from one suburban elementary school shared their experiences meeting students' social-emotional needs during the pandemic. This study examined teacher perspectives on social-emotional learning in in-person and remote settings during the COVID-19 pandemic. Interview questions provided narrative inquiry study answers. According to interviews, teachers implemented social and emotional learning with uncertainty, anxiety, and fear. Teachers believed they could teach social and emotional learning remotely and in person despite the pandemic because of their perseverance, awareness, and social interactions. They did this by relying on their colleagues for support and encouragement, realizing the importance of their work with students, and allowing students to express their emotions and feelings while learning remotely and in person. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Leadership Support in a Pandemic: Middle School Teacher Perceptions of Emergency Remote Teaching

The authors examined middle level teachers' perceptions and experiences of leadership support during the sudden transition to emergency remote teaching (ERT) during the COVID-19 pandemic. For this qualitative case study, the research questions were: How did middle school teachers perceive their leaders' support for teaching online? What were teacher beliefs about student attendance and virtual education? Survey data were collected from teachers at a middle school (Grades 6–8) in rural Virginia, and six respondents participated in one-on-one interviews. The responses yielded six findings illuminating perceptions of support for teaching virtually from principals and other administrators: (a) leaders listened to teachers' issues, concerns, and suggestions;(b) administration was supportive, helpful, and positive;(c) administrators assisted with parental communication;(d) attendance in online classes was poor;(e) absent students failed to learn;and (f) additional professional development for online teaching was desired. Leadership supports are revealed for assisting with faculty adaptation to and effectiveness with remote instruction. Because case studies have yet to examine educational leadership relative to faculty roles and functions during an emergency, this study contributes vital understandings from the middle level teacher standpoint. © 2023 Association of Middle Level Education.

My Dear School…: Analysis of the Gratitude Letters Written by Teachers for their Schools in the Distance Education Process

Due to the COVID-19 epidemic, teachers stayed away from school environments for the first time throughout their profession and participated in the online education process. It is thought that this forced distance has created a change in teachers' perceptions of the school. In this study, it is aimed to reveal the positive perceptions of teachers about the school in the distance education process and the function of the school in their lives. In the present qualitative study, 20 volunteer teachers who were in the distance education process were asked to write thank you (gratitude) letters for their schools. The data were collected through the gratitude letter form and analyzed with content analysis technique in five stages. Five themes and 22 codes belonging to these themes were obtained from the analyzes of the teachers' gratitude letters. Themes derived from the gratitude letters;job satisfaction, school as a source of motivation, sense of belonging, richness of life, relationships and contact with others. Code distribution according to themes;five codes in the theme of school as a source of motivation, five codes in the theme of sense of belonging, four codes in the theme of richness of experience, five codes in the theme of job satisfaction, and three codes in the need for relationships and contact with others. The findings from this study show that teachers were able to identify and express their gratitude for the beneficial aspects of school in their lives during the pandemic period when they continued distance education. The contributions of the research findings to the literature are discussed in detail © 2023, Milli Egitim.All Rights Reserved.

Teacher challenges and self-efficacy in an alternative school setting through the COVID-19 crisis

The incited challenges among alternative school teachers during the COVID-19 pandemic impacted their ability to use best practices in their daily pursuits. The existing pandemic also created barriers to serve their own needs and the needs of their students. In an effort to manage these challenges through the COVID-19 crisis, self-efficacy beliefs are necessary to meet desired outcomes of alternative school teachers' objectives. The current study explored alternative school teachers' lived experiences through COVID-19 and the shift in the educational paradigm. Personal and professional challenges during the current pandemic were studied, as well as participants' ability to elicit self-efficacy beliefs during an inimitable event. The researcher used an interpretative phenomenological approach and qualitative data from interviews with alternative school teachers and program assistants to gain a deeper understanding of alternative school teachers' perspectives during COVID-19. The findings indicate alternative school teachers encountered challenges related to lack of social connection, anxiety, hybrid learning model, societal matters, learning new technology, and changes in routine. The trials encountered by these educators shaped their worldview from the various conditions they confronted. Furthermore, due to inadequate preparedness and an unknown timeline for the duration of online learning, educators experienced additional stress and concern. The findings further suggest the need for self-efficacy beliefs and the means to self-care among educators in an alternative school setting during an extraordinary circumstance. The data also demonstrate the value of empathic approaches to educators in this particular setting. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Middle school teachers' perceptions of hybrid instruction amidst the COVID-19 pandemic

This qualitative case study sought to uncover a deeper understanding of middle school teachers' perceptions of hybrid instruction during the COVID-19 pandemic, specifically as it related to the implementation, successes, challenges, and barriers. This study took place at a middle school in the suburbs of a Midwestern city. The data was derived from one-on-one virtual interviews with 10 tenured middle school teachers and with 5 of these teachers involved in a focus group using Zoom. The data analysis process unveiled four major themes: (a) Implementing hybrid instruction during the COVID-19 pandemic was challenging. Teachers lacked experience with hybrid teaching, and the implementation of this model during the pandemic negatively influenced the climate and culture of the school. Teachers also felt restricted by this model. (b) Technology enhanced the hybrid instruction experience. The use of technology is essential to successful hybrid instruction. Having a resident instructional technology expert positively contributed to the implementation of this model. Hybrid communication looks different from typical face-to-face communication. (c) Technology can be a challenge to successful hybrid instruction. Teachers had a difficult time building relationships in the hybrid format, student collaboration suffered, and lessons lacked spontaneity and creativity in the hybrid environment. (d) Teaching, using the hybrid model during the COVID-19 pandemic had major barriers, including the home learning environments of students and by the COVID-19 mitigation strategies. Recommendations include making time for teachers to learn best practices and attend professional development about hybrid instruction. Additionally, administrators should ensure that there are day-to-day instructional technology experts available to support teachers. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

The Impact of the COVID-19 Pandemic on the Mental Health of Teachers and Its Possible Risk Factors: A Systematic Review.

(1) Objective: The objective was to analyze the development of psychiatric pathologies/burnout syndrome and their possible risk factors in teachers in the context of the COVID-19 pandemic. (2) Methods: A qualitative systematic review was carried out, according to the PRISMA protocol, in the PubMed, Scopus, and Web of Science databases using a combination of the following descriptors [MeSH]: "mental health", "mental disorders'', "covid-19" and "school teachers''. Articles selected were written in English, Portuguese and Spanish, published between November 2019 and December 2022. (3) Results: The most common psychiatric pathologies were generalized anxiety disorders and depression. Burnout syndrome was also quite prevalent. Of the 776 articles identified, 42 were selected after applying the eligibility criteria. Although there is variability among the analyzed studies, the risk factors most correlated with increased morbidity in teachers were: (i) being female; (ii) age below the fifth decade of life; (iii) pre-existence of chronic or psychiatric illnesses before the pandemic; (iv) difficulty in adapting to the distance education model; (v) family/work conflicts; (vi) negative symptoms caused by the pandemic. (4) Conclusions: Therefore, the COVID-19 impact on mental health appears to be more common in female teachers in their fifth decade of life and with pre-existing psychiatric comorbidities. However, prospective studies are needed to better map this situation.

Teacher challenges and self-efficacy in an alternative school setting through the COVID-19 crisis

The incited challenges among alternative school teachers during the COVID-19 pandemic impacted their ability to use best practices in their daily pursuits. The existing pandemic also created barriers to serve their own needs and the needs of their students. In an effort to manage these challenges through the COVID-19 crisis, self-efficacy beliefs are necessary to meet desired outcomes of alternative school teachers' objectives. The current study explored alternative school teachers' lived experiences through COVID-19 and the shift in the educational paradigm. Personal and professional challenges during the current pandemic were studied, as well as participants' ability to elicit self-efficacy beliefs during an inimitable event. The researcher used an interpretative phenomenological approach and qualitative data from interviews with alternative school teachers and program assistants to gain a deeper understanding of alternative school teachers' perspectives during COVID-19. The findings indicate alternative school teachers encountered challenges related to lack of social connection, anxiety, hybrid learning model, societal matters, learning new technology, and changes in routine. The trials encountered by these educators shaped their worldview from the various conditions they confronted. Furthermore, due to inadequate preparedness and an unknown timeline for the duration of online learning, educators experienced additional stress and concern. The findings further suggest the need for self-efficacy beliefs and the means to self-care among educators in an alternative school setting during an extraordinary circumstance. The data also demonstrate the value of empathic approaches to educators in this particular setting. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

A Study on Attitude of Teachers Towards Teaching during the Corona Pandemic

The present study aimed to study the attitude of teachers towards teaching during the corona pandemic in reference to type of school and gender. For collection the data survey method has been used. A total of 300 secondary level school teachers from Jaipur district have been selected as a sample of the study. Result showed that the attitude of government and private teachers & male and female teaches toward teaching during the corona pandemic were found significantly differ. Copyright © 2022, Anka Publishers. All rights reserved.

Conceptual Model of Differentiated-Instruction (DI) Based on Teachers' Experiences in Indonesia

Ideally, learning should help students optimally develop through various activities that enable students to pay attention to their well-being. Some teachers in Indonesia have participated in various professional development programs based on developing a progressive educational philosophy emphasizing the importance of differentiated learning to create Indonesia's graduate profile, namely the Pancasila Student Profile. Implementing differentiated learning in Indonesia to realize the outcome of the Pancasila Student Profile is a novelty. Therefore, many teachers are still bewildered about the best practice to realize it. This study aims to construct a conceptual model of differentiated instruction based on the experiences of junior high school teachers in Indonesia through phenomenological studies. The number of participants in this study was 12 people selected through the purposive sampling method. Data collection is enacted through in-depth individual interviews. This study indicates that the conceptual model of differentiated learning is learning that provides opportunities for students to walk on their tracks;it also provides learning that emphasizes students' physical and mental welfare and safety in the learning process. Teachers who comprehend and understand the philosophy of progressive education would possibly realize the concept of differentiated learning, which places students as empowered learners.

The relationship between burnout syndrome and boreout syndrome of secondary school teachers during COVID-19

Coronavirus incidence causes the adoption of strict restrictions by governments in most of the countries. There were and still are public areas that are affected more than others – services and schools. In Slovakia, the school closure happened in the middle of March 2020 and lasts until May 2021. This situation puts a huge demand on teachers on all stages. This paper was to describe the difficult situation that occurred worldwide during the spring in 2020. We have focused on 214 secondary school teachers (Mage = 46.9;SD = 11.2;75.3% females) and their experiences of two dangerous syndromes connected with job performance – burnout and boreout syndrome. Maslach Burnout Inventory (Ráczová & Köverová, 2020) saturated by 3 subscales: depersonalization (α = 0,903), personal accomplishment (α = 0,624) and exhaustion (α = 0,883) and Boreout scale (α = 0,550) (Rothlin & Werder, 2014) were administered. The convenience and purposive sampling method has been used. The data were proceeded by descriptive and correlation analysis (Pearson correlation coefficient). Statistical differences were tested with T-test for independent samples. We found that the level of both syndromes was not high during the first wave of COVID-19 pandemic, but female teachers experienced significantly higher emotional exhaustion than their male colleagues. Currently, after the second wave of pandemics, the need for a second round of the research arises what would create the opportunity for comparison.

School Teachers’ Perception towards using LMS-MOODLE in Teaching Science to Students of Aurangabad City

This paper describes the perception of school teachers of Aurangabad city towards teaching using the Open-Source Learning Management System (LMS) MOODLE in teaching science subjects. The Free and Open-Source (LMS) MOODLE has brought a dynamic pedagogical shift in Online Learning due to its nature of robust features and free availability. The outbreak of COVID-19 has forced formal and non-formal educational systems to adopt an Online teaching-learning platform for the transaction of information. In this study, teachers’ perception of using LMS-MOODLE in teaching science to secondary school students of Aurangabad city is studied. The research methodology adopted is the descriptive survey method, and the sample consists of 40 female and 45 male teachers of secondary school students of Aurangabad. In this research, a self-made perception scale (refer to appendix) is prepared with a 5-point Likert-type scale, the reliability of the test found by Cronbach (0.71). The data analysis shows that the perception among female and male school teachers of Aurangabad city, [U = 766.5, p =.23] in teaching science using LMS-MOODLE is almost the same. Further, the perception between groups, i.e., primary and secondary school teachers of Aurangabad city, [U = 878.5, p =.898] towards using LMS-MOODLE in teaching science was also found to be identical. The study results suggest that female and male school teachers have similar perceptions towards teaching science subjects by using LMS-MOODLE.Similarly, primary and secondary school teachers have identical perceptions towards teaching science subjects by using LMS-MOODLE. The most plausible reason for the similar perceptions among male and female teachers at the primary and secondary levels is the application of the Internet and technology in learning and teachingduring the pre-COVID-19 and post-COVID-19 pandemics and the social distancing implemented by the authority.

The relative effect of pupil absenteeism on literacy and numeracy in the primary school

A literature search identified only 12 articles which had examined the relative effect of either attendance or absence on primary/elementary school children’s literacy and numeracy. However, with respect to the relative effect of both attendance and absence, no consistent picture emerged from the articles. Furthermore, for each of the articles, the conclusion about the relative effect was based on visual inspection of the relevant statistic. The second problem was overcome in the study presented in this article by using the British Ability Scales Word Reading and Basic Arithmetic scales to assess the literacy and numeracy of eleven-year-old Poor and Better Attenders. Significantly more of the former than the latter were found to have an arithmetic score significantly below their reading score. The article ends with a consideration of the implications of the study for the primary school teacher and of COVID-19 for the study’s findings.

Psychological and Physical Changes Caused by COVID-19 Pandemic in Elementary and Junior High School Teachers: A Cross-Sectional Study.

This study aimed to determine psychological and physical differences in elementary and junior high school teachers during COVID-19. This questionnaire-based cross-sectional study was conducted among 427 teachers in Tokyo, Japan (between 15 and 30 October 2020). The questionnaire explored school type (elementary and middle schools), sex, age, and COVID-19 changes (psychological changes, physical changes, impact on work, and infection control issues perceived to be stressed). Post hoc tests for I cannot concentrate on work at all, found a significant difference for no change-improved and male teacher in elementary school female teacher in junior high school (p = 0.03). Regarding stress situation due to implementation of COVID-19 infection control, there were significant differences for disinfection work by teachers between male teachers in elementary school female teachers in junior high school (p = 0.04) and female teachers in elementary school female teachers in junior high school (p = 0.03). COVID-19 produced differences in psychological and physical changes between male and female teachers in elementary and junior high schools. Some experienced psychological and physical stress, whereas others showed improvement. Given that teachers' mental health also affects students' educational quality, it is important to understand and improve teachers' psychological and physical circumstances and stress.

Teaching stressors during the pandemic COVID-19 in Peruvian teachers: adaptation of a scale

The COVID-19 pandemic has impacted traditional education, generating stressors in basic education teachers. Therefore, the objective of this study was to adapt and validate the scale of teaching stressors during the COVID-19 pandemic for Peruvian teachers. It corresponds to a cross-sectional instrumental design study, in which 364 teachers from the Regional Directorate of Education Puno (DRE), Peru, of both sexes (women=224;62%), between 28 and 60 years of age (M = 44, SD = 9.66) participated voluntarily. The instrument that was adapted was the scale of teaching stressors during the pandemic created for Argentine teachers, which was subjected to a process of cultural adaptation, expert judgment and pilot testing. To explore the internal structure, confirmatory factor analysis was applied. As results, all items received a favorable evaluation by the judges (Aiken's V >. 70);the CFA evidenced that the original model reports adequate fit indices (chi 2 = 613.911;df = 199, p = .000;CFI = .964;TLI = .958;RMSEA = .076 and SRMR < .05), and reliability was acceptable for all factors (omega > .75). In conclusion, the ED-Cov19 reports evidence of content-based validity, internal structure and reliability;therefore, it can be applied in research to assess teaching stressors in Peruvian basic education teachers.

Primary school teachers' contributions to oral health promotion in urban and rural areas of the Gulu District, Northern Uganda: a qualitative study.

BACKGROUND: Dental caries remains the most prevalent non-communicable disease globally affecting 60-90% of children. The World Health Organisation's (WHO) health-promoting school program offers a framework for dental intervention in low- and middle-income countries (LMICs). This study explored teacher contributions to children's oral health in relation to the WHO health-promoting school framework in rural Uganda. METHODS: Semi structured interviews were conducted with a purposive sample of 18 teachers. All interviews were transcribed verbatim and analysed thematically. RESULTS: Many teachers reported preparing children to practise proper oral hygiene care through skills training and demonstrations around proper teeth brushing. Teachers' roles included raising health awareness by providing information on oral health topics using different educational methods. Many teachers mentioned performing oral health examinations on children at the school, first aid, referral for dental treatments and engaging parents, students and health workers in oral health promotion. CONCLUSIONS: Teachers play an essential role in oral health promotion in countries like Uganda. Teachers are implementing key principles of the WHO's health-promoting school framework on the ground and need to be considered as a key public health resource. If improvements in oral health are to be attained in Sub-Saharan Africa and other LMICs, government interventions need to harness teachers' contributions in delivering oral health promotion.

Stress and Resilience of Japanese Teachers in Special Needs Schools for Students With Intellectual Disabilities During the COVID-19 Pandemic

In Japan, numerous special needs school teachers take sick leave because of mental illness. This study aims to develop a stressor scale for special needs school teachers working during COVID-19 pandemic and to clarify the actual conditions and relationships among stressors, stress responses, and resilience of such teachers in schools for people with intellectual disability. The questionnaire was completed by 227 special needs teachers. Six factors emerged from factor analysis: difficulty in dealing with guardians, disconnection between schools and national and local educational policies, relationship troubles among coworkers, busyness, lack of specialty, and trouble in dealing with COVID-19. The scale's criterion-related validity and internal consistency were verified. The results revealed virtually no relationship between trouble in dealing with COVID-19 and stress responses. However, the higher the degree of relationship troubles among coworkers and busyness, the higher their stress responses. Multiple regression analysis revealed that the resilience subfactors were negatively related to stress responses.