Authors
- Petrakova Anastasia V. PhD, PhD
- Kanonire Tatjana N. PhD, PhD
- Kulikova Alena A. PhD, PhD
- Orel Ekaterina A. Candidate of Sciences in Psychology, Candidate of Sciences in Psychology
Annotation
This study investigated teachers’ experience of distant teaching in conditions of COVID-19 pandemic and lockdown in spring 2020 and aimed to present a successful case
of teachers organizing their work and maintaining their mental health under the pressure of the pandemic. To achieve this aim, a case study design was chosen, and interviews with five teachers from one of Berlin’s private bilingual Russian-German schools were conducted. The interviews included blocks of questions on a) the changing context of work and life, b) stress level self-assessment and coping strategies used, and c) teachers’ ideas about the future. Furthermore, the results of the interviews were generated through content analysis. The findings of the present case identified several supportive factors that decrease psychological stress: school administrative and technical support and the maintenance of workload at almost the same level as that before the transition to distant teaching. Other coping strategies that act as preventive factors supporting mental health were also identified: positive rethinking of the situation; seeking social support; and maintaining worklife balance through self-care, physical activities and hobbies. Implications of the present findings are provided.
How to link insert
Petrakova, A. V., Kanonire, T. N., Kulikova, A. A. & Orel, E. A. (2021). TEACHERS UNDER STRESS DURING THE COVID-19 PANDEMIC: ANALYSIS OF A SUCCESSFUL CASE Bulletin of the Moscow City Pedagogical University. Series "Pedagogy and Psychology", № 4 (58), . https://doi.org/10.25688/2076-9121.2021.58.4.05
References
1.
1. Fink, G. (2017). Stress: Concepts, definition and history. In L. R. Squire (Ed.). Encyclopedia of Neuroscience (pp. 549–555). Academic Press. http://doi.org/10.1016/B978-0-12-809324-5.02208-2
2.
2. Lazarus, R. S., & Folkman, S. (1984). Stress, appraisal, and coping. Germany: Springer publishing company.
3.
3. Holmes, E. A., O’Connor, R. C., Perry, V. H., Tracey, I., Wessely, S., Arseneault, L., Ballard, C., Christensen, H., Cohen, Silver, R., Everall, I., Ford, T., John, A., Kabir, T., King, K., Madan, I., Michie, S., Przybylski, A. K., Shafran, R., Sweeney, A., Worthman, C. M., ..., Bullmore, E. (2020). Multidisciplinary research priorities for the COVID-19 pandemic: a call for action for mental health science. Lancet Psychiatry, 7, 547–560. http://doi.org/10.1016/S2215-0366(20)30168-1
4.
4. Ingersoll, R. M. (2003). Why schools have difficulty staffing their classrooms with qualified teachers. Educational Leadership, 60(8), 30–33.
5.
5. Kokkinen, L., Kouvonen, A., Koskinen, A., Varje, P., & Väänänen, A. (2014). Differences in hospitalizations between employment industries, Finland 1976 to 2010. Annals of Epidemiology, 24(8), 598–605. http://doi.org/10.1016/j.annepidem.2014.05.013
6.
6. Guglielmi, R. S., & Tatrow, K. (1998). Occupational stress, burnout, and health in teachers: A methodological and theoretical analysis. Review of Educational Research, 68(1), 61–99. http://doi.org/10.3102/00346543068001061
7.
7. Schonfeld, I. S., Farrell, E., Ganster, D. C., & Perrewé, P. L. (2010). Qualitative methods can enrich quantitative research on occupational stress: An example from one occupational group. In New developments in theoretical and conceptual approaches to job stress (Vol. 8, pp. 137–197). Emerald Group Publishing Limited. http://doi.org/10.1108/S1479-3555(2010)0000008007
8.
8. Schonfeld, I. S., Bianchi, R., & Luehring-Jones, P. (2017). Consequences of job stress for the mental health of teachers. In T. McIntyre, S. McIntyre, & D. Francis (Eds.). Educator Stress. Aligning Perspectives on Health, Safety and Well-Being (pp. 55–75). Springer. http://doi.org/10.1007/978-3-319-53053-6_3
9.
9. Maslach, C., Schaufeli, W. B., & Leiter, M. P. (2001). Job burnout. Annual Review of Psychology, 52(1), 397–422. http://doi.org/10.1146/annurev.psych.52.1.397
10.
10. Dmitrieva, N. Iu., & Kachanovetskaia, N. I. (2013). Various coping strategies of teachers depending on motivation level to innovative activity. RUDN Journal of Ecology and Life Safety, 3, 55–60. (In Russ.)
11.
11. Al-Fudail, M., & Mellar, H. (2008). Investigating teacher stress when using technology. Computers & Education, 51, 1103–1110.
12.
12. Amri, A., Abidli, Z., Elhamzaoui, M., Bouzaboul, M., Rabea, Z., & Touhami Ahami, A. O. (2020). Assessment of burnout among primary teachers in confinement during the COVID-19 period in Morocco: case of the Kenitra. Pan African Medical Journal, 35, 92.
13.
13. Blume, C. (2020). German teachers’ digital habitus and their pandemic pedagogy. Postdigital Science and Education, 2, 879–905. http://doi.org/10.1007/s42438-020-00174-9
14.
14. Çoklar, A., Efilti, E., Şahin, Y. L., & Akçay, A. (2016). Investigation of techno-stress levels of teachers who were included in technology integration processes. Turkish Online Journal of Educational Technology, Special Issue for INTE, 1331–1339.
15.
15. Estrada-Muñoz, C., Castillo, D., Vega-Muñoz, A., & Boada-Grau, J. (2020). Teacher technostress in the chilean school system. International Journal of Environmental Research and Public Health, 17, 5280. http://doi.org/10.3390/ijerph17155280
16.
16. Syvänen, A., Mäkiniemi, J.-P., Syrjä, S., Heikkilä-Tammi, K., & Viteli, J. (2016). When does the educational use of ICT become a source of technostress for Finnish teachers? Seminar.Net, 12(2), 95–109.
17.
17. Aldrup, K., Klusmann, U., & Lüdtke, O. (2017). Does basic need satisfaction mediate the link between stress exposure and well-being? A diary study among beginning teachers. Learning and Instruction, 50, 21–30. http://doi.org/10.1016/j.learninstruc.2016.11.005
18.
18. Clipa, O., & others. (2017). Teacher stress and Coping strategies. In Studies and Current trends in Science of Education (pp. 120–128). Editura Lumen, Asociatia Lumen.
19.
19. Sandilos, L. E., Goble, P., Rimm-Kaufman, S. E., & Pianta, R. C. (2018). Does professional development reduce the influence of teacher stress on teacher – child interactions in pre-kindergarten classrooms? Early Childhood Research Quarterly, 42, 280–290. http://doi.org/10.1016/j.ecresq.2017.10.009
20.
20. Austin, V., Shah, S., & Muncer, S. (2005). Teacher stress and coping strategies used to reduce stress. Occupational Therapy International, 12 (2), 63–80. http://doi.org/10.1002/oti.16
21.
21. Alhija, F. N.-A. (2015). Teacher stress and coping: The role of personal and job characteristics. Procedia-Social and Behavioral Sciences, 185, 374–380. http://doi.org/10.1016/j.sbspro.2015.03.415
22.
22. Petrakova, A. V., Kanonire, T. N., Kulikova, A. A., & Orel, E. A. (2021). Characteristics of Teacher Stress during Distance Learning Imposed by the COVID‐19 Pandemic. Educational Studies Moscow, 1, 93–114. (In Russ.) http://doi.org/10.17323/1814‐9545‐2021‐1‐93‐114
23.
23. Sokal, L., Trudel, L. E., & Babb, J. (2020). Supporting teachers in times of change: the job demands- resources model and teacher burnout during the COVID-19 pandemic.International Journal of Contemporary Education, 3, 67–74.
24.
24. MacIntyre, P. D., Gregersen, T., & Mercer, S. (2020). Language teachers’ coping strategies during the Covid-19 conversion to online teaching: Correlations with stress, wellbeing and negative emotions. System, 94, 102352. http://doi.org/10.1016/j.system.2020.102352