Teacher stress and anxiety during COVID-19: An empirical study.
Sch Psychol
; 36(5): 367-376, 2021 Sep.
Article
in English
| MEDLINE | ID: covidwho-1442726
ABSTRACT
The purpose of this study was to explore how returning to teaching during the Coronavirus disease (COVID-19) pandemic impacted teachers' stress and anxiety. Specifically, the study investigated how teachers' anxiety changed during the first month of school. Additionally, the study explored the association of teachers' stress and anxiety and predictor variables for changes in teacher anxiety while teaching during the COVID-19 pandemic. The present study included 329 elementary teachers from across the United States who completed a survey during the first week of October 2020. The results found that most teachers saw no change or an increase in anxiety during the first month. Significant predictors of increased teacher anxiety included stress and communication within the school, with virtual instruction teachers having the most increase in anxiety. In comparison, the no change in anxiety group included significant predictors of stress, virtual instruction, and communication within the school. The present study provides applicable information to schools and districts as there is limited empirical research on the impact of the COVID-19 pandemic on teachers. Teachers are working as frontline workers during the pandemic; thus, schools and districts need to monitor teacher stress and anxiety during the COVID-19 pandemic and provide the necessary support. (PsycInfo Database Record (c) 2021 APA, all rights reserved).
Full text:
Available
Collection:
International databases
Database:
MEDLINE
Main subject:
Anxiety
/
Education, Distance
/
School Teachers
/
Occupational Stress
/
COVID-19
Type of study:
Observational study
/
Prognostic study
Limits:
Adult
/
Female
/
Humans
/
Male
/
Middle aged
Country/Region as subject:
North America
Language:
English
Journal:
Sch Psychol
Year:
2021
Document Type:
Article
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