Abstract

The COVID-19 pandemic has placed significant demands on teachers. The current study uses needs assessment data gathered from 454 New Orleans charter school teachers (81% women; 55% Black; 73% regular education) during the first months of the pandemic. On average, teachers experienced seven stressors (out of 18 surveyed) and four protective factors (out of six surveyed). Teachers who experienced more stressors reported worse mental health and found it harder to cope and teach. Experiencing more protective factors was associated with finding it easier to cope and teach. In comparison to White teachers, Black teachers reported better mental health, more protective factors, less of a negative impact of stressors, and more of a positive impact of protective factors. Lack of connection and online teaching challenges were the most difficult aspects of teaching during the pandemic; support from coworkers and administrators were the most helpful. Recommendations to support teachers are discussed.

Impact Statement

Teachers experienced considerable stress as a result of the COVID-19 pandemic, which was related to poorer mental health, coping, and teaching. At the same time, teachers reported resiliencies, which were related to better coping and teaching. Supporting teachers’ well-being is critical to prevent significant adverse consequences for teachers, their students, and the education system as a whole.

Supplemental data for this article is available online at http://dx.doi.org/10.1080/2372966X.2020.1855473.

摘要

COVID-19 大流行对教师提出了很高的要求。当前的研究使用了在大流行的头几个月从 454 名新奥尔良特许学校教师（81% 女性；55% 黑人；73% 正规教育）收集的需求评估数据。平均而言，教师经历了七种压力因素（在接受调查的 18 人中）和四种保护因素（在接受调查的六人中）。经历更多压力的教师报告称心理健康状况更差，并且发现更难应对和教学。体验更多保护因素与发现更容易应对和教学有关。与白人教师相比，黑人教师的心理健康状况更好，保护因素更多，压力源的负面影响更少，保护因素的积极影响更多。缺乏连接和在线教学挑战是大流行期间教学中最困难的方面；同事和管理人员的支持是最有帮助的。讨论了支持教师的建议。

影响声明

由于 COVID-19 大流行，教师承受了相当大的压力，这与较差的心理健康、应对和教学有关。与此同时，教师报告了弹性，这与更好的应对和教学有关。支持教师的福祉对于防止对教师、学生和整个教育系统造成重大不利后果至关重要。

本文的补充数据可在 http://dx.doi.org/10.1080/2372966X.2020.1855473 在线获得。