The Impact of Student Self-Disclosure on the Stress and Wellbeing of Tertiary Educators during the COVID-19 Pandemic

Autor/inn/en	Dutton, Hilary; Sotardi, Valerie A.
Titel	The Impact of Student Self-Disclosure on the Stress and Wellbeing of Tertiary Educators during the COVID-19 Pandemic
Quelle	In: Journal of Further and Higher Education, 47 (2023) 7, S.966-979 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dutton, Hilary) ORCID (Sotardi, Valerie A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-877X
DOI	10.1080/0309877X.2023.2208053
Schlagwörter	Self Disclosure (Individuals); Stress Variables; Well Being; College Students; College Faculty; Work Environment; Teacher Burnout; COVID-19; Pandemics; Teacher Role; Correlation; Foreign Countries; Administrator Role; Teacher Collaboration; Social Support Groups; Affective Behavior; New Zealand + Suchen Sie Ihr Suchwort? Well-being; Wellness; Wohlbefinden; Collegestudent; Fakultät; Arbeitsmilieu; Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Lehrer; Lehrerin; Lehrerrolle; Korrelation; Ausland; Lehrerkooperation; Social support; Soziale Unterstützung; Affective disturbance; Active behaviour; Affektive Störung; Neuseeland
Abstract	Workplace stress, burnout, and fatigue are commonplace amongst tertiary educators, and are compounded by the ongoing challenges of teaching and learning during a global pandemic. Amid efforts to identify and understand contributors to educator stress, student-teacher interactions have received relatively little attention. However, educators are often expected to engage in pastoral care when students disclose academic and personal problems. Receiving and responding to self-disclosure can be emotionally taxing, particularly in professional contexts of care, and therefore contribute to educator experiences of stress and burnout. In this study, we examined the relations between student self-disclosure and educator stress and wellbeing during the COVID-19 pandemic in New Zealand. Almost all of the 318 tertiary educators received COVID-19 related disclosures from students. Findings show that educators whose students had shared personal problems during COVID-19 were more likely to report high stress and poor wellbeing. Such communication was also associated with higher rates of workplace presenteeism, suggesting that these teachers were likely to push themselves to a level that risks illness. Fortunately, these negative impacts were ameliorated when educators also reported a sense of support in the workplace. The implications for educators and tertiary institutions are discussed, including the provision of educator training and well-resourced student support services. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01