Understanding Teacher Well-Being During the Covid-19 Pandemic Over Time: A Qualitative Longitudinal Study

Authors

  • Heather L. Walter The George Washington University
  • Hallie B. Fox The George Washington University

DOI:

https://doi.org/10.33423/jop.v21i5.4716

Keywords:

organizational psychology, teacher well-being during COVID-19, longitudinal qualitative analysis, teacher resiliency, teacher retention

Abstract

Teacher stress and burnout under non-crisis situations are well-documented challenges. However, during COVID-19, teachers have faced new and unexpected stressors, potentially contributing to rising burnout and attrition. Yet many teachers have also demonstrated great resilience and found effective ways to manage their well-being. To explore teacher well-being during COVID-19, this study used a longitudinal qualitative design that employed recurrent cross-sectional analysis using wo conceptual frameworks including the job-demands-resource model of well-being and the hierarchy of needs theory of motivation. Researchers investigated 25 teacher’s well-being during COVID-19 at two time points (June 2020 and March 2021). Both barriers and facilitators of well-being at the individual and contextual levels are discussed.

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Published

2021-11-16

How to Cite

Walter, H. L., & Fox, H. B. (2021). Understanding Teacher Well-Being During the Covid-19 Pandemic Over Time: A Qualitative Longitudinal Study. Journal of Organizational Psychology, 21(5). https://doi.org/10.33423/jop.v21i5.4716

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Articles