未经评估:新冠肺炎疫情需要教师承担更多责任,包括实施预防战略,学校政策的变化,管理自己的心理健康,这在该领域产生了更高的不满。
UNASSIGNED:在教育工作者中进行了一项横断面网络调查,以收集他们在2020-2021学年COVID-19大流行期间的教学经验信息。Qualtrics,一个在线调查平台,从2021年5月6日至6月8日对全国进行了调查,1,807名受访者的便利样本。
未经批准:调查结果显示,43%的K-12教师报告说,在COVID-19大流行之前,他们有更大的离职意向。离开的意图是多层次的,并与社会人口因素相关(例如,年龄:AOR=1.87,p<0.05),个人因素(例如,感知的COVID风险:AOR=1.44,p<0.05),和教师机构(例如,对学校/地区沟通和决策的不满:AOR=1.34,p<0.05)。我们还发现了种族和性别方面的人口差异(例如,女教师:AOR:1.78,p<0.05)围绕教师向学校提供关于开放/关闭和对学校/地区COVID-19预防策略实施和政策的总体不满的反馈能力。
UNASSIGNED:这些发现与工作需求和资源模型(JD-R)一致,假设缺乏组织支持会加剧工作压力源,导致倦怠。具体来说,对学校政策实施方式的不满对教师的心理健康造成了损害,导致了离开这个行业的愿望。这些发现也与2020-2021年恢复面对面教学后进行的研究一致,特别是COVID-19大流行加剧了先前存在的教师短缺,导致自我报告的压力问题,倦怠,和保留。
UNASSIGNED:有必要进行进一步的研究,以了解在COVID-19大流行的背景下可能最有助于减少教学需求的资源。一些老师更有可能离开这个领域,和教育机构可能希望针对他们的教师保留努力,重点放在强有力的员工健康计划上,帮助教育工作者管理和减轻他们的压力。教育机构工作人员不妨审查政策和做法,以提供有意义的机会,为学校/地区的决策提供投入,并建立积极的沟通渠道。
UNASSIGNED: The COVID-19 pandemic required more responsibilities from teachers, including implementing prevention strategies, changes in school policies, and managing their own mental health, which yielded higher dissatisfaction in the field.
UNASSIGNED: A cross-sectional web survey was conducted among educators to collect information on their experiences teaching during the COVID-19 pandemic throughout the 2020-2021 academic year. Qualtrics, an online survey platform, fielded the survey from May 6 to June 8, 2021 to a national, convenience sample of 1,807 respondents.
UNASSIGNED: Findings revealed that overall, 43% of K-12 teachers reported a greater intention to leave the profession than previously recalled prior to the COVID-19 pandemic. Intention to leave was multi-level, and associated with socio-demographic factors (e.g., age: AOR = 1.87, p < 0.05), individual factors (e.g., perceived COVID risks: AOR = 1.44, p < 0.05), and teachers\' agency (e.g., dissatisfaction with school/district communications and decisions: AOR = 1.34, p < 0.05). We also found demographic disparities with respect to race and gender (e.g., female teachers: AOR: 1.78, p < 0.05) around teachers\' ability to provide feedback to schools on opening/closing and overall dissatisfaction with school/district COVID-19 prevention strategies implementation and policies.
UNASSIGNED: These findings are consistent with the Job-Demand and Resources Model (JD-R), which posits that lack of organizational support can exacerbate job stressors, leading to burnout. Specifically, dissatisfaction with the way school policies were implemented took a toll on teachers\' mental health, leading to a desire to leave the profession. These findings are also consistent with research conducted once in-person teaching resumed in 2020-2021, specifically that the COVID-19 pandemic exacerbated preexisting teacher shortages that led to self-reported issues of stress, burnout, and retention.
UNASSIGNED: Further research is necessary to understand the resources that may be most useful to reduce the demands of teaching in the context of the COVID-19 pandemic. Some teachers are more likely to leave the field, and educational agencies may wish to target their teacher-retention efforts with emphasis on strong employee wellness programs that help educators to manage and reduce their stress. Education agency staff may wish to review policies and practices to provide meaningful opportunities to give input to school/district decisions and enable proactive communication channels.