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Australian teacher stress, well-being, self-efficacy, and safety during the COVID-19 pandemic

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posted on 2023-08-09, 02:36 authored by Paulina BillettPaulina Billett, K Turner, Xia LiXia Li
The 2020 COVID pandemic radically altered the way in which individuals live and work. For teachers, this entailed a shift in their teaching practice, with large numbers of schools around Australia and the world closing for prolonged periods of time and moving to an “online” format. This required teachers to quickly adapt their teaching practices adding further stress to an already stressful environment. In this article, we examine the relationships between teachers' stress, teachers' self-efficacy, and teachers' well-being during the COVID pandemic. The study presents the results from a quantitative survey undertaken in June and July 2020 with 534 teachers around Australia. While the study found that, overall, most teachers (77.29%) reported that they were not feeling anxious in their teaching role, teachers' responses indicated that they were experiencing high levels of stress and low levels of positive feelings such as joy, positivity, and contentment in their work during the COVID-19 pandemic negatively impacting their well-being and self-efficacy.

Funding

La Trobe University, Grant/Award Number: 2020-1STF-0001_Billett

History

Publication Date

2023-05-01

Journal

Psychology in the Schools

Volume

60

Issue

5

Pagination

21p. (p. 1394-1414)

Publisher

Wiley

ISSN

0033-3085

Rights Statement

This is an open access article under the terms of the Creative Commons Attribution‐NonCommercial‐NoDerivs License, which permits use and distribution in any medium, provided the original work is properly cited, the use is non‐commercial and nomodifications or adaptations are made. © 2022 The Authors.

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