"Are the Teachers Alright?": High School Teachers' Use of Emotional Labor Strategies in the COVID-19 Context and Its Effect on the Profession's Sustainability

Autor/in	Benegas, Nina C.
Titel	"Are the Teachers Alright?": High School Teachers' Use of Emotional Labor Strategies in the COVID-19 Context and Its Effect on the Profession's Sustainability
Quelle	(2023), (183 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Loyola Marymount University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3794-2859-4
Schlagwörter	Hochschulschrift; Dissertation; High School Teachers; Psychological Patterns; Cognitive Processes; Emotional Response; COVID-19; Pandemics; Teaching (Occupation); Teacher Attitudes; Faculty Workload; Stress Variables; Job Satisfaction; Teacher Burnout; Teacher Responsibility; Communication Problems; Expectation; Teacher Behavior; Self Expression; Emotional Experience; Coping + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Cognitive process; Kognitiver Prozess; Emotionales Verhalten; Teaching; Lehrberuf; Lehrerverhalten; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Burnout-syndrom; Burnout; Burnout-Syndrom; Lehrverpflichtung; Kommunikationsbarriere; Expectancy; Erwartung; Teacher behaviour; Ausdruck; Bewältigung
Abstract	Teacher burnout during the pandemic has resulted in a mass exodus of teachers that, compounded with consistently low enrollment in teacher preparation programs, has caused a severe and catastrophic teacher shortage. This qualitative study investigated teacher perceptions of pandemic-related workload and emotional stress and their effects on job satisfaction and burnout. The dissertation study consisted of semi-structured interviews of sixteen current or former high school educators who taught before and during the COVID-19 pandemic. Findings suggest a wide range of disruptions to teachers' preexisting professional responsibilities and additions to what has been considered to constitute a teacher's typical workload, particularly: increased logistical responsibility without correlating support; lack of consistent and transparent communication between teachers and administrators regarding protocols and expectations, and erosion of meaningful interactions with students. Findings reveal an overall inefficacy of current emotional labor strategies to stave off burnout and job dissatisfaction, largely due to outdated and gendered expectations for teacher behavior and emotional expression. Findings culminate in a graphic describing relationship between teachers' professional experiences and changes to occupational workload during the pandemic and their subsequent job satisfaction. The findings suggest the need for school leaders to prioritize teacher training to better support teacher mental health, introduce an equity audit process to explore and identify outdated expectations for teacher emotional display rules, and leverage interpersonal relationships between teachers to strengthen research practices on teacher retention and wellbeing. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01