Exploring the Stressors and Coping Mechanisms of Chinese University Instructors Amidst the COVID-19 Pandemic
DOI:
https://doi.org/10.33423/jhetp.v24i10.7307Keywords:
higher education, educational leadership, instructor leadership, instructor pressure, COVID-19Abstract
This study explores the pressures and challenges Chinese university instructors face during the rapid shift to online teaching due to the COVID-19 pandemic. Using a quantitative research methodology, the study employed a questionnaire distributed via the Qualtrics platform to gather data from instructors at over 20 top-tier Chinese universities. The results of the correlation analysis of the data show that personal factors significantly influence instructors’ stress levels and coping strategies. The study underscores the need for enhanced technical training, psychological support, and improved online teaching resources. These insights inform educational reforms and support measures to enhance instructors’ well-being and teaching quality in an evolving educational landscape.
References
Cai, X., Fu, J., Lu, Y., Tang, X., & Zhong, S. (2020, June 24). Assessing inequality in the school closure response to COVID-19. SSRN. http://dx.doi.org/10.2139/ssrn.3632103
Chen, L. (2020). “互联网+”背景下高校在线课程管理有效性探讨 [Discussion on the effectiveness of online course management in colleges and universities under the background of “Internet +”]. Policy Research & Exploration, (6), 43–44. Retrieved from https://qikan.cqvip.com/Qikan/Article/Detail?id=7101207516&from=Qikan_Search_Index
Chen, S., & Chen, L. (2019). Construction and practice of SPOC teaching mode [C]. Proceedings of 2019 International Conference on Advanced Education Research and Modern Teaching (AERMT 2019), (35), 125–128.
Creswell, J.W., & Gutterman, T.C. (2019). Educational research: Planning, conducting, and evaluating, quantitative and qualitative research (6th Ed.). Pearson. Kindle version. ASIN: B07R79M5B5.
Ekornes, S. (2017). Teacher stress related to student mental health promotion: The match between perceived demands and competence to help students with mental health problems. Scandinavian Journal of Educational Research, 61(3), 333–353. https://doi.org/10.1080/00313831.2016.1147068
Eşici, H., Ayaz, A., Yetim, D., Çağlar, S., & Bedir, N. (2021). Teachers in COVID-19 period: Psychological effects, practices and career needs. Turkish Journal of Education, 10(2), 157–177. https://doi.org/10.19128/turje.855185
Fu, W., & Zhou, H. (2020). 新冠肺炎疫情给我国在线教育带来的挑战及应对策略 [Challenges brought by 2019-nCoV epidemic to online education in China and coping strategies]. Journal of Hebei Normal University (Educational Science Edition), 22(2), 14–18. https://doi.org/10.13763/j.cnki.jhebnu.ese.2020.02.004
Gimbert, B.G., Miller, D., Herman, E., Breedlove, M., & Molina, C.E. (2023). Social emotional learning in schools: The importance of educator competence. Journal of Research on Leadership Education, 18(1), 3–39. https://doi.org/10.1177/19427751211014920
Gong, N., Sun, P.F., Zhong, L., Zhang, J.X., & Li, M. (2021). 疫情背景下高校教师视域中的线上教学实践与思考 [Online teaching practices and reflections in the context of the epidemic in the university faculty’s perspective]. The Chinese Journal of ICT in Education, (9), 68–71. Retrieved from https://qikan.cqvip.com/Qikan/Article/Detail?id=7104684751&from=Qikan_Article_Detail
Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. Retrieved from https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remoteteaching-and-online-learning
Hou, C., & Li, Z. (2021). 全球疫情背景下线上教学对高校教师的影响及角色重塑之思考 [Reflections on the influence of offline teaching on university teachers and their role reconstruction under the global epidemic situation]. Journal of Higher Education, 7(18), 1–39. Retrieved from https://qikan.cqvip.com/Qikan/Article/Detail?id=7105011895&from=Qikan_Search_Index
Huang, Y., & Chen, X. (2019). 大学教师教学能力: 内涵、困境与实践路向 [Teaching ability of university teachers: Connotation, dilemma and practice direction]. Forum on Contemporary Education, (6), 49–54. Retrieved from https://d.wanfangdata.com.cn/periodical/ddjylt201906006
Husain, N. (2020). The COVID crisis will radically transform the higher education experience for students according to new RingCentral Research. [Blog]. RingCentral Research. Retrieved from https://www.ringcentral.com/us/en/blog/the-covid-crisis-will-radically-transform-the-higher-education-experience-for-students-according-to-new-ringcentral-research/
Ingersoll, R.M., & Smith, T.M. (2003). The wrong solution to the teacher shortage. Educational Leadership, 60(8), 30–33. Retrieved from https://www.gse.upenn.edu/pdf/rmi/EL_TheWrongSolution_to_theTeacherShortage.pdf
Institute for Educational Leadership, Inc. (2016). Chapter 23: Leadership for student learning: Redefining the teacher as leader. Counterpoints, 466, 197–213. http://www.jstor.org/stable/45157477
John Hopkins. (2022). Coronavirus resource center. Retrieved from https://coronavirus.jhu.edu/
Kim, Y. (2019). The causal structure of suppressor variables. Journal of Educational and Behavioral Statistics, 44(3), 367–389. https://doi.org/10.3102/1076998619825679
Li, X., & Su, Q. (2021). 责任伦理视域中大学青年教师的学术担当 [The academic responsibility of young university teachers in the perspective of responsibility ethics]. Education Research Monthly, (10), 75–82, 90. Retrieved from https://cstj.cqvip.com/Qikan/Article/Detail?id=7106240611&from=Qikan_Search_Index
Li, Y. (2020). 小学教师信息化领导力模型构建与应用 [Construction and application of informatization leadership model for primary teachers]. China Educational Technology, (2), 94–101. Retrieved from https://qikan.cqvip.com/Qikan/Article/Detail?id=7101059883
Liang, H. (2020). 后疫情时期大学教师教学发展将逐步走向自觉 [The teaching development of university teachers in the post-epidemic period will gradually move towards self-consciousness]. Higher Education of Sciences, (04), 15–16. Retrieved from https://www.cqvip.com/qk/83162x/202004/7102580182.html
Liu, Y., & Xu, G. (2015). 教师教学领导力：高校课堂教学有效性视域 [Teachers’ teaching leadership: The perspective of classroom teaching effectiveness in colleges and universities]. Journal of Educational Science of Hunan Normal University, 14(1), 80–84. Retrieved from https://library.ttcdw.com/dev/upload/webUploader/202209/166268538255c2b3d057284b54.pdf
Lv, H., & Xiao, S. (2021). 后疫情时代高校教师线上教学能力培训策略研究 [Research on online teaching ability training strategies for university teachers in the post-epidemic era]. Economic Research Guide, (33). Retrieved from https://www.zhihu.com/market/paid_magazine/1657613612851113984/section/1657613668555812864
Mesmer, H.A., Cunningham, J.W., & Hiebert, E.H. (2012). Toward a theoretical model of text complexity for the early grades: Learning from the past, anticipating the future. Reading Research Quarterly, 47(3), 235–258. https://doi.org/10.1002/rrq.019
Murphy, J. (2020, March 20). Schools work on a range of solutions for ‘remote learning’ during the coronavirus outbreak. Democrat & Chronicle. Retrieved from https://www.democratandchronicle.com/story/news/education/2020/03/20/remote-learning-in-rochester-ny-schools-rcsd-closed-due-to-coronavirus/2874640001/
Rao, S., & Yang, X. (2016). 高校新教师岗前培训效果评估体系优化研究 [Research on the optimization of the evaluation system of university faculty pre-service training effect]. Chinese Geological Education, 25(3), 5–9. Retrieved from https://lib.cqvip.com/Qikan/Article/Detail?id=670356199&from=Qikan_Article_Detail
Riddle, R. (2020, September 17). Survey: 1 in 3 teachers considering exit, early retirement due to coronavirus. Education Dive. Retrieved from https://www.educationdive.com/news/survey-1-in-3-teachers-considering-exitearly-retirement-due-to-coronoavir/585380
Robertson, I., & Cooper, C. (2013). Stress & health. Journal of the International Society for the Investigation of Stress, 29(3), 175–176. https://doi.org/10.1002/smi.2512
Santoro, D. (2013). Teacher demoralization and teacher burnout: Why the distinction matters. American Journal of Education, 119(3), 346–347. Retrieved from http://www.journals.uchicago.edu/toc/aje/current.html
Sen, F., & Bati, F. (2020). COVID-19 pandemic crisis and possible effects on management and political economy. Journal of Management, Economic and Marketing Research, 4(2), 71–84. Cited by Eşici, H., Ayaz, A., Yetim, D., Çağlar, S., & Bedir, N. (2021). Teachers in COVID-19 period: Psychological effects, practices and career needs. Turkish Journal of Education, 10(2), 157–177. https://doi.org/10.19128/turje.855185
Shi, Y., Si, L., Yao, R., Li, X., Wang, D., & Wu, D. (2018). 国外iSchools图情学科教师队伍结构与研究领域调研及启示 [Investigation and enlightenment on the faculty construction and research fields of library and information science in iSchools abroad]. Documentation, Information & Knowledge, 35(5), 33–40. Retrieved from https://qikan.cqvip.com/Qikan/Article/Detail?id=7000855669&from=Qikan_Search_Index
Steinhardt, M.A., Smith-Jaggars, S.E., Faulk, K.E., & Gloria, C.T. (2011). Chronic work stress and depressive symptoms: Assessing the mediating role of teacher burnout. Stress and Health, 27, 420–429. https://doi.org/10.1002/smi.1394
United Nations (UN). (2020). Everyone included: Social impact of COVID-19. United Nations (UN). Retrieved from https://www.un.org/development/desa/dspd/everyone-included-covid-19.html
Wang, H., Hu, S., & Xu, J. (2020). 新冠肺炎期间”停课不停学”高校在线教学案例分析 [Case analysis of online teaching in colleges and universities during the COVID-19 pandemic]. Modern Business Trade Industry, 41(15), 163–165. Retrieved from https://qikan.cqvip.com/Qikan/Article/Detail?id=7101411638&from=Qikan_Search_Index
Wang, W., Cao, S., Liang, J., & Yang, J. (2022). 我国情报学师资队伍建设多元分析 [Multi-perspective analysis of the faculty construction of information science in China]. Journal of the China Society for Scientific and Technical Information, 41(8), 872–883. Retrieved from https://qikan.cqvip.com/Qikan/Article/Detail?id=7107878635&from=Qikan_Search_Index
Wasden, S.T. (2014). A correlational study on transformational leadership and resilience in higher education leadership. ProQuest Dissertations & Theses Global. Retrieved from http://cucproxy.cuchicago.edu/login?url=https://www.proquest.com/dissertations-theses/correlational-study-on-transformational/docview/1552969464/se-2
Wolgast, A., & Fisher, N. (2017). You are not alone: Colleague support and goal-oriented cooperation as resources to reduce teachers’ stress. Social Psychology of Education, 20, 97–114. https://doi.org/10.1007/s11218-017-9366-1
World Economic Forum. (2020). Global competitiveness reports special edition 2020: How countries are performing on the road to recovery. World Economic Forum. Retrieved from https://www.weforum.org/reports/the-global-competitiveness-report-2020
World Health Organization (WHO). (2020). Coronavirus disease (COVID-19). World Health Organization (WHO). Retrieved from https://www.who.int/emergencies/diseases/novel-coronavirus-2019
Wu, X. (2019). 愿景、决断、执行:教师教学领导力的外显核心 [Vision, decision, and execution: The explicit core of teachers’ teaching leadership]. JICHU JIAOYU YANJIU, (9), 38–41. Retrieved from http://cnki.cqgmy.edu.cn/KCMS/detail/detail.aspx?filename=JCJY201909010&dbcode=CJFD&dbname=CJFD2019
Xu, W., Jia, Y., Fox, A., & Patterson, D. (2014). 从MOOC到SPOC——基于加州大学伯克利分校和清华大学MOOC实践的学术对话 [From MOOC to SPOC: Lessons from MOOC at Tsinghua and UC Berkeley]. Modern Distance Education Research, (4), 13–22. Retrieved from https://people.iiis.tsinghua.edu.cn/~weixu/Krvdro9c/fromMOOCtoSPOC.pdf
Yan, Y. (2021). 疫情下高校教师绩效考核存在问题及优化建议——基于BSC理论 [Problems and optimization suggestions of university faculty performance assessment under epidemic]. Business and Management, (31), 18–20. Retrieved from https://qikan.cqvip.com/Qikan/Article/Detail?id=7105795422
Zalaznick, M. (2020, July 9). College faculty actually liked online learning, survey finds. University Business. Retrieved from https://universitybusiness.com/faculty-actually-liked-online-learning-mostly-survey-finds/
Zhang, J., & Zhao, J. (2020). 疫情防控下高校教师在线教学现状调查研究——以河南工学院为例 [Investigation on online teaching status of college teachers under epidemic prevention and control-case: Taking Henan Institute of Technology as an example]. China Modern Educational Equipment, (7), 11–13, 20. Retrieved from https://qikan.cqvip.com/Qikan/Article/Detail?id=7101538272
Zhao, D. (2013). 教学领导力:内涵、测评及未来研究方向 [Teaching leadership: Connotation, evaluation and future research directions]. Studies in Foreign Education, 40(4), 96–103. Retrieved from https://web.shnu.edu.cn/mprtc/b8/4f/c21655a637007/page.htm
Zhao, L., & Zhang, R. (2019). 教师信息化教学领导力:内涵、影响因素与提升路径 [Teachers’ information-based teaching leadership: Connotation, influencing factors and promotion paths]. Chongqing Higher Education Research, 7(3), 86–97. https://doi.org/10.15998/j.cnki.issn1673-8012.2019.03.007
