Abstract

Guided by the social–cognitive theory and job demands–resources model, this study examined how educators perceived online teaching self-efficacy and social and emotional learning (SEL) competencies concurrently and interactively influenced educators’ compassion fatigue during distance learning in the COVID-19 pandemic among 321 educators in California. Survey results suggested that educators with longer years of working in education and White educators reported higher levels of compassion fatigue than their counterparts. Controlling for educators’ demographic factors, online teaching self-efficacy had a negative and significant association with compassion fatigue. Moreover, the negative association between online teaching self-efficacy and compassion fatigue was intensified among educators with a higher level of SEL competencies. The findings highlight the importance of promoting educators’ online teaching self-efficacy in preventing educator compassion fatigue. It also indicates that educators with higher SEL competencies were more attuned to the negative association between online teaching self-efficacy and compassion fatigue than educators with lower SEL competencies.

Impact Statement

This is one of the first empirical studies examining educators’ experiences with online teaching self-efficacy, compassion fatigue, and SEL competencies during the COVID-19 pandemic and distance education. It highlights the importance of promoting educators’ online teaching self-efficacy and monitoring their SEL competencies in preventing compassion fatigue among educators. It also indicates that educators with a higher level of SEL competencies were more attuned to the negative influence of online teaching self-efficacy on compassion fatigue than educators with a lower SEL competency level.

Supplemental data for this article is available online at http://dx.doi.org/10.1080/2372966X.2021.1903815.

摘要

本研究在社会认知理论和工作需求资源模型的指导下，研究了教育工作者如何在 COVID-19 的远程学习过程中同时和互动地感知在线教学自我效能感和社会和情感学习 (SEL) 能力对教育工作者的同情疲劳的影响加州 321 名教育工作者中的流行病。调查结果表明，从事教育工作年限较长的教育工作者和白人教育工作者报告的同情疲劳程度高于同行。控制教育者的人口学因素，在线教学自我效能感与同情疲劳有显着负相关。此外，在线教学自我效能感和同情心疲劳之间的负相关在具有较高 SEL 能力水平的教育工作者中得到了加强。研究结果强调了促进教育者在线教学自我效能感在预防教育者同情疲劳方面的重要性。它还表明，与 SEL 能力较低的教育者相比，具有较高 SEL 能力的教育者更倾向于在线教学自我效能感和同情心疲劳之间的负相关。

影响声明

这是首批实证研究之一，旨在检验教育工作者在 COVID-19 大流行和远程教育期间在线教学自我效能感、同情心疲劳和 SEL 能力方面的经验。它强调了促进教育者在线教学自我效能和监控他们的 SEL 能力在防止教育者同情疲劳方面的重要性。它还表明，与具有较低 SEL 能力水平的教育者相比，具有较高 SEL 能力水平的教育者更倾向于在线教学自我效能感对同情疲劳的负面影响。

本文的补充数据可在 http://dx.doi.org/10.1080/2372966X.2021.1903815 在线获得。