In the midst of a pandemic. Australian teachers talk about their well-being

Beltman, Susan; Hascher, Tina; Mansfield, Caroline (2022). In the midst of a pandemic. Australian teachers talk about their well-being. Zeitschrift für Psychologie / Journal of psychology, 230(3), pp. 253-263. Hogrefe 10.1027/2151-2604/a000502

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The COVID-19 pandemic confronted teachers with unprecedented challenges to their well-being. Drawing on theories of teacher well-being and resilience, this qualitative study explores how teachers experience well-being in their work during the pandemic and the resilience process of activating strategies to maintain their well-being. Participants were 26 teachers from Australian primary and secondary schools. While teachers experienced personal stress or anxiety, they consciously adopted a positive outlook and deliberately engaged in various activities to restore their well-being. Relations with students and colleagues were constraints as well as key enablers of well-being. At the organizational level, flexibility and practical resources provided by schools was an enabler reported by all participants. The study is limited as teachers were from one location, but they reflected a range of schools, roles, and experiences. Findings indicate the proactive approach of teachers and the importance of contextual resources in restoring their well-being during the pandemic.

Item Type:	Journal Article (Original Article)
Division/Institute:	07 Faculty of Human Sciences > Institute of Education 07 Faculty of Human Sciences > Institute of Education > School and Teaching Research
UniBE Contributor:	Hascher, Tina
Subjects:	300 Social sciences, sociology & anthropology > 370 Education
ISSN:	0044-3409
Publisher:	Hogrefe
Language:	English
Submitter:	Christine Alexandra Röthlisberger
Date Deposited:	27 Feb 2023 08:58
Last Modified:	27 Feb 2023 23:27
Publisher DOI:	10.1027/2151-2604/a000502
URI:	https://boris.unibe.ch/id/eprint/179188