Under Pressure and Overlooked: The Impact of COVID-19 on Teachers in NSW Public Schools

Autor/inn/en	Fray, Leanne; Jaremus, Felicia; Gore, Jennifer; Miller, Andrew; Harris, Jess
Titel	Under Pressure and Overlooked: The Impact of COVID-19 on Teachers in NSW Public Schools
Quelle	In: Australian Educational Researcher, 50 (2023) 3, S.701-727 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fray, Leanne) ORCID (Jaremus, Felicia) ORCID (Gore, Jennifer) ORCID (Miller, Andrew) ORCID (Harris, Jess)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0311-6999
DOI	10.1007/s13384-022-00518-3
Schlagwörter	Foreign Countries; COVID-19; Pandemics; Teacher Morale; Self Efficacy; Teacher Effectiveness; School Closing; Teacher Attitudes; Online Courses; Adjustment (to Environment); Distance Education; Teaching Conditions; Well Being; Stress Variables; Australia + Suchen Sie Ihr Suchwort? Ausland; Teacher; Teachers; Morale; Lehrer; Lehrerin; Lehrende; Moral; Self-efficacy; Selbstwirksamkeit; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; School closings; Schule; Schließung; Schließung (von Schulen); Lehrerverhalten; Online course; Online-Kurs; Distance study; Distance learning; Fernunterricht; Lehrbedingungen; Unterrichtsbedingungen; Well-being; Wellness; Wohlbefinden; Australien
Abstract	The COVID-19 pandemic has put unprecedented pressure on teachers around the world, raising significant concerns about their workload and wellbeing. Our comparison of 2019 (pre-pandemic) and 2020 (first year of the pandemic) survey data (n = 362) from teachers in New South Wales, Australia, demonstrates that their morale and efficacy declined significantly during COVID-19, even with the relatively short period of school closure (8 weeks) during 2020. Interviews with teachers and school leaders (n = 18) reinforced these findings and highlighted the depth to which teachers felt dispensable and unappreciated, despite working incredibly hard for their students. The pressure to adapt to online teaching and learning, in trying circumstances, also challenged their confidence in their teaching. We argue that practical and emotional support for teachers both during periods of remote learning and upon students' return to the classroom is essential to support teacher's wellbeing and a robust teaching workforce into the future. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01