Structural Supports to Promote Teacher Well-Being. Brief No. 19

Autor/inn/en	Santoro, Doris A.; Price, Olga Acosta
Institution	EdResearch for Recovery Project; Annenberg Institute for School Reform at Brown University; Results for America; George Washington University (GW); Center for Health and Health Care in Schools
Titel	Structural Supports to Promote Teacher Well-Being. Brief No. 19
Quelle	(2021), (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Elementary Secondary Education; Teaching Conditions; Well Being; Teacher Burnout; Job Satisfaction; COVID-19; Pandemics; Teacher Morale; Coping; School Culture; Social Justice; Racial Bias; Administrator Role; Participative Decision Making; Trauma; Stress Variables; Stress Management; Barriers; Depression (Psychology); Anxiety; Access to Health Care; Trust (Psychology); Interpersonal Communication + Suchen Sie Ihr Suchwort? Lehrbedingungen; Unterrichtsbedingungen; Well-being; Wellness; Wohlbefinden; Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Lehrer; Lehrerin; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Morale; Lehrende; Moral; Bewältigung; Schulkultur; Schulleben; Soziale Gerechtigkeit; Racial discrimination; Rassismus; Stressmanagement; Stressbewältigung; Angst; Interpersonale Kommunikation
Abstract	This brief is one in a series aimed at providing K-12 education decision makers and advocates with an evidence base to ground discussions about how to best serve students during and following the novel coronavirus pandemic. It addresses one central question: What does the research say about structural supports that enable teacher well-being? In order to answer this question, the brief breaks down the issue into three points: (1) Burnout and demoralization are meaningfully different forms of work dissatisfaction that each affect teachers' ability to do their jobs and influence decisions to remain in the profession; (2) System and school conditions contribute to or buffer against demoralization and burnout in ways that directly affect the lives of both teachers and students; and (3) Evidence is growing that the pandemic has increased demoralization and burnout among many teachers. Based on these points, the brief provides six strategies to consider and two strategies to avoid. [This brief was co-prepared by Bowdoin College.] (ERIC).
Anmerkungen	EdResearch for Recovery Project. Available from: Annenberg Institute for School Reform at Brown University. 164 Angell St., 2nd floor, Providence, RI 02906. Tel: 401-863-7990; e-mail: annenberg@brown.edu; Web site: https://www.annenberginstitute.org/recovery
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01