Teachers' stress, coping strategies, and job satisfaction in COVID-induced teaching environments
Journal of Agricultural Education
; 62(4):67-80, 2021.
Article
in English
| CAB Abstracts | ID: covidwho-1726522
ABSTRACT
School based agricultural education has long been associated with teacher stress, burnout, and attrition, and the onset of the COVID-19 pandemic has likely exacerbated these conditions. Thus, the purpose of this study was to determine the differences in Arkansas SBAE teachers' stress, coping strategies, and job satisfaction based on teaching environment, and demographic variables during the pandemic. Results showed that respondents experienced fatigue, frustration, worrying, forgetfulness, and impatience, and that these symptoms of stress along with related sources of pressure were negatively correlated with job satisfaction. However, teaching environment resulting from the pandemic was not shown to predict job satisfaction. Nonetheless, results showed that teaching is stressful regardless of situation, and respondents who utilized coping strategies were found to have higher levels of job satisfaction. Therefore, we recommend that administrators work with teachers to develop coping strategies for dealing with stress.
Social Psychology and Social Anthropology [UU485]; Education and Training [CC100]; Agriculture (General)[AA000]; coping strategies; stress management; agricultural education; demography; education; teachers; teaching; man; Arkansas; USA; Homo; Hominidae; primates; mammals; vertebrates; Chordata; animals; eukaryotes; Delta States of USA; Southern States of USA; APEC countries; high income countries; North America; America; OECD Countries; very high Human Development Index countries; West South Central States of USA; relaxation therapy; instruction; United States of America
Full text:
Available
Collection:
Databases of international organizations
Database:
CAB Abstracts
Language:
English
Journal:
Journal of Agricultural Education
Year:
2021
Document Type:
Article
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