Journal Article

The Experience of COVID-19 and Its Impact on Teachers' Mental Health, Coping, and Teaching

Baker, Courtney N., Saybe, Megan, Peele, Haley, Whalen, Kathleen, The New Orleans, Trauma-Informed Schools Learning Collaborative, Daniels, Monica, Overstreet, Stacy

2021

Overview

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 .

• Publisher: Routledge,Taylor & Francis Ltd
• Subject: African American Teachers / Barriers / Behavior Problems / Charter Schools / Community Relations / Coping / COVID-19 / COVID-19 pandemic / Creative Teaching / Data Analysis / Distance Education / Educational psychology / Electronic Learning / Elementary Secondary Education / Ethnicity / Faculty Mobility / Family (Sociological Unit) / Health Needs / Instructional Effectiveness / Learner Engagement / Mental Health / Mental health care / Minority Groups / Needs Assessment / Online Courses / Pamela Fenning / Pandemics / Poverty / protective factors / Public Schools / Racial Differences / Racial Identification / Resilience (Psychology) / School Administration / Self Efficacy / Stress Variables / stressors / Teacher Attitudes / Teachers / Teaching Conditions / Urban Schools / White Teachers