Elementary school teacher well-being and supportive measures amid COVID-19: An exploratory study

Area of Science:

• Educational Psychology
• Occupational Health Psychology
• Sociology of Education

Background:

• The COVID-19 pandemic presented unprecedented challenges for educators.
• Understanding teacher well-being and support needs is critical for educational continuity.
• The job demand-resources framework offers a lens to examine workplace stressors and supports.

Purpose of the Study:

• To assess the well-being of elementary school teachers during the COVID-19 pandemic.
• To identify job demands and resources impacting teacher well-being and job satisfaction.
• To determine the support teachers need to work effectively in a crisis environment.

Main Methods:

• A mixed-methods online survey was administered to 151 U.S. elementary school teachers.
• Retrospective data on teaching experiences during Spring 2020 were collected.
• Path analysis and thematic analysis were employed to analyze quantitative and qualitative data.

Main Results:

• A majority of teachers reported emotional exhaustion, task stress, and job ambiguity.
• Task stress and job ambiguity significantly predicted lower teacher well-being.
• Teaching efficacy, school connectedness, and autonomy positively related to job satisfaction.

Conclusions:

• Teacher psychological health requires increased attention and resources, particularly focusing on emotional support, autonomy, and efficacy.
• Interventions should address job demands like stress and ambiguity while bolstering job resources.
• Providing resources for distance learning competence, emotional support, and flexibility is essential for supporting teachers.