Exploring Middle School Teachers' Job Demands and Job Resources during COVID-19

Autor/inn/en	Lang, Juana M.; Valk, Joshua
Titel	Exploring Middle School Teachers' Job Demands and Job Resources during COVID-19
Quelle	In: Acta Educationis Generalis, 13 (2023) 1, S.26-54 (29 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.2478/atd-2023-0002
Schlagwörter	Teaching Conditions; Middle School Teachers; Teacher Responsibility; Well Being; COVID-19; Pandemics; Work Environment; Faculty Workload; Stress Variables; Resources; Coping; Stress Management; Online Courses; In Person Learning; Emotional Response; Mental Health + Suchen Sie Ihr Suchwort? Lehrbedingungen; Unterrichtsbedingungen; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Lehrverpflichtung; Well-being; Wellness; Wohlbefinden; Arbeitsmilieu; Betriebsmittel; Hilfsmittel; Bewältigung; Stressmanagement; Stressbewältigung; Online course; Online-Kurs; Emotionales Verhalten; Psychohygiene
Abstract	Introduction: The study aimed to explore teachers' general working conditions, job demands and resources, and teachers' general well-being in four middle schools in the Southeastern U.S during COVID-19. Methods: The methodology for this study was qualitative. The sampling strategy was purposeful and comprised 15 educators. The data were collected utilizing two semi-structured interviews and documentation. The data analysis consisted of thematic analysis. Results: The study's results revealed seven themes that emerged from the data: (1) Changes in working conditions; (2) teachers' well-being and working conditions; (3) perceived teachers' new job demands and additional workload; (4) emotionally draining job demands; (5) perceived available job resources; (6) perceived need for job resources; and (7) strategies teachers used to cope with stress. Discussion: The lessons learned during the pandemic in these four organizations may assist leaders in designing new policies and avoid further deterioration of teachers' well-being. Limitations: Access to the organization's documentation and the sample size were limitations. Conclusions: The shift in job demands and job resources during the pandemic placed teachers at risk of emotional exhaustion and burnout. (As Provided).
Anmerkungen	Sciendo, a company of De Gruyter Poland. 32 Zuga Street, 01-811 Warsaw, Poland. Tel: +48-22-701-5015; e-mail: info@sciendo.com; Web site: https://www.sciendo.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01