疫情期间教师的心理压力和幸福感:探索潜在的个人资料
Cassandra A Gearhart1, Christopher J McCarthy1, Richard G Lambert2
1Department of Educational Psychology, University of Texas at Austin.
School psychology (Washington, D.C.)
|November 16, 2023
概括
在COVID-19期间,教师压力急剧上升,影响了福祉. 识别教师福祉模式可以为干预措施提供信息,以防止老师退出.
科学领域:
- 教育心理学教育心理学
- 职业健康心理学 职业健康心理学
背景情况:
- 在COVID-19大流行期间,教师的压力达到前所未有的水平.
- 高压力导致大量教师考虑离开这个职业.
- 了解教师的幸福感对于制定有效的留守策略至关重要.
研究的目的:
- 在COVID-19大流行期间识别教师福祉的不同模式.
- 检查工作场所评估和教师福利资料之间的关系.
- 为发展针对教师健康的有针对性的干预措施提供信息.
主要方法:
- 在郊区学区对246名教师进行调查.
- 评估的幸福指标:影响,感知压力,教导自我效能和应对策略.
- 隐藏的个人资料分析用于识别教师福利模式.
主要成果:
- 确定了四种不同的幸福感特征:紧张,性,较低的教学自我效能,较低的情感幸福感.
- 大约三分之二的教师经历了相当大的压力.
- 经过修订的资源和需求的课堂评估 (CARD-R) 有效地区分了紧张和弹性配置文件.
结论:
- 虽然观察到性,但很大一部分教师面临着福祉挑战.
- 卡德-R作为一个有价值的工具,用于选教师的压力和福祉.
- 建议根据已识别的福祉模式进行量身定制的干预措施,以减少教师磨损.
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