Teachers' psychological stress and wellbeing during a pandemic: Exploring latent profiles.

Teacher stress is at an all-time high. The COVID-19 pandemic created unprecedented challenges for teachers, which resulted in a record number of teachers intending to leave the classroom citing stress as a contributing factor. Understanding teachers' positive and negative psychological experiences, or well-being, during the height of the COVID-19 pandemic will inform teacher wellness interventions intended to keep teachers in the classroom. Two hundred forty-six teachers from a suburban school district participated in a survey of well-being indicators, including affect, perceived stress, teaching self-efficacy, and preventive coping. A latent profile analysis identified four patterns of well-being: strained, resilient, lower teaching self-efficacy, and lower emotional well-being. While many teachers were resilient during the crisis, approximately two-thirds experienced global or isolated areas of strain. Additionally, the Classroom Appraisal of Resources and Demands-Revised, a theory-driven assessment of teachers' workplace appraisal of demands and resources, was associated with teachers' strained and resilient well-being profiles, making it a suitable screening tool for these groups. Layered screening and tailored intervention, based on teachers' well-being patterns, may help minimize teacher attrition during and postcrises. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Barriers to and Facilitators for Teachers' Wellbeing.

Teaching is widely recognized as a stressful profession, which has been connected to burnout and high turnover of qualified teachers. Despite increasing attention on teacher wellbeing, stress management interventions are often underutilized and demonstrate small effect sizes, and research on teachers' informal stress management practices and desired resources is limited. It is likely that formal and informal intervention effectiveness is limited by teachers' ability to access existing resources and navigate the complex educational systems they inhabit. The study explored the barriers to and facilitators for teachers' engagement in formal and informal stress management interventions and desired resources across socioecological levels. Thirty-two teachers participated across four focus groups. Inductive thematic analysis was used to identify relevant themes. Personal barriers (e.g., guilt about self-prioritization), environmental barriers (e.g., mixed messages about self-care), and improved campus resources (e.g., scheduled opportunities to destress) were common themes. Recommendations for supporting teachers' wellbeing include self-care affirming messages from peers and administrators, campus- and district-level changes to remove logistical barriers to stress management, and increased connectedness among campus community members.