爱尔兰教师的倦怠持续存在 后COVID-19:一个定性后续比较研究
Ellen Ní Chinseallaigh1, Matthew Shipsey1, Elisha Minihan1
1School of Medicine, University College Dublin, Belfield, D04 C1P1 Dublin, Ireland.
概括
在爱尔兰,教师的疲劳仍然存在,教育工作者感到被行政任务和不切实际的期望所压倒. 增加支持和减少工作量对于一个有弹性的教育系统至关重要.
科学领域:
- 教育教育教育教育教育教育.
- 心理学 心理学 心理学
- 社会学 社会学 社会学
背景情况:
- 教师倦怠,其特点是情绪疲,非个性化和成就减少,已经升级,特别是在COVID-19大流行期间.
- 2022年的一项研究强调了爱尔兰教师的严重倦怠,并将其归因于与大流行有关的不良后果,使他们感到过度负担和被遗弃.
- 尽管疫情的经济衰退,爱尔兰教师继续经历增加的需求没有足够的支持.
研究的目的:
- 进行一项关于爱尔兰大流行后教师倦怠的后续比较研究.
- 通过分析教师经验,深入了解不断变化的压力因素,使用2022年研究中的相同问题来分析教师经验.
- 探索疫情后教育格局中教师倦怠体验的连续性和变化.
主要方法:
- 使用了定性,比较的方法.
- 参与者 (n = 337) 来自爱尔兰各地不同类型的学校.
- 一个带有开放式问题的研究特定问卷 (SSQ) 促进了主题分析,将答案与以前的发现进行比较.
主要成果:
- 主题分析确定了四个主要主题导致教师倦怠:行政负担过重,不切实际的期望,缺乏社区支持和同情心,以及心理健康和专业支持不足.
- 教师报告说,纸张工作增加,课程变化,以及来自家长,社会和当局的压力.
- 显著的孤立感和相互支持的需要被表达出来,同时教育工作者和学生的心理健康资源不足.
结论:
- 该研究强调,迫切需要进行系统性变革,以减轻爱尔兰教师倦怠.
- 建议包括减少行政负担,澄清职业界限,培养社区同情心,加强心理健康服务.
- 解决这些因素对于在后疫情时代保持强大和可持续的教育体系至关重要.
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