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Journal ArticleDOI: 10.1080/2372966X.2020.1855473

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

04 Mar 2021-School Psychology Review (Routledge)-Vol. 50, Iss: 4, pp 491-504
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% regul...

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Topics: Needs assessment (52%), Mental health (52%)
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Journal ArticleDOI: 10.1007/BF00706991
Abstract: The upshot of these needs for change is both dismaying and exciting, both disturbing in the destruction of long-familiar patterns of dealing with human suffering, and paradoxically hopeful in raising the possibility that significant failures in our health care systems of the past — limited access to medical care and grossly inadequate public sector “non-systems”, for example — may now be addressed more successfully.

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Topics: Health care (55%), Public sector (50%)

559 Citations


Open accessJournal Article
Abstract: Race and Health Outcomes: Historical Perspectives and Implications for Aphasia Outcomes • 2000 – Congress passed the Minority Health and Health Disparities Research and Education Act of 2000 (Public Law 106‐525) • Authorized the Institute of Medicine’s (IOM) landmark study “Unequal Treatment” documenting longstanding disparities in healthcare across a variety of settings and health conditions. • The report also noted that racial minorities were far less likely to receive routine medical procedures, were more likely to experience lower quality healthcare services, but more likely to receive lower limb amputations and other less desirable treatment options for diabetes and other conditions.

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Topics: Ethnic group (50%)

441 Citations


Open accessJournal ArticleDOI: 10.1002/BRB3.2197
03 Jul 2021-Brain and behavior
Abstract: The COVID-19 pandemic has had a profound impact on the lives of individuals, families, and communities around the world with constraints on multiple aspects of daily life. The purpose of the present study was to identify specific profiles of pandemic-related experiences and their relation to psychosocial functioning using the 92-item Epidemic-Pandemic Impacts Inventory (EPII). Data were collected as part of a cross-sectional, online survey of adults (18+) residing in the Northeast region of the United States (N = 652) and recruited via online advertisements. Person-centered latent class analysis (LCA) was applied to 38 pandemic-related experiences that showed a significant bivariate correlation with perceived stress. Measures of psychosocial risk were also obtained. Results revealed five unique profiles of respondents based on patterns of pandemic-related experiences. Three profiles representing about 64% of the sample were characterized by moderate to high exposure to adverse experiences during the pandemic and were more likely to screen positive for depression, anxiety, and posttraumatic stress. These profiles were differentiated by sociodemographic differences, including age, caregiving, and employment status. Two profiles differentiated by age and caregiver status represented about 36% of the sample and were characterized by relatively low exposure to adverse experiences and lower risk for psychosocial impairment. Findings support the EPII as an instrument for measuring tangible and meaningful experiences in the context of an unprecedented pandemic disaster. This research may serve to identify high-risk subpopulations toward developing public health strategies for supporting families and communities in the context of public health emergencies such as the COVID-19 pandemic.

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Topics: Psychosocial (56%), Public health (50%)

5 Citations


Open accessJournal ArticleDOI: 10.3390/EJIHPE11020037
Abstract: The impact of the COVID-19 pandemic on education included school closures and the implementation of virtual teaching and teleworking without the knowledge or resources needed to do so. This situation accentuated the inequality in accessing quality education and generated high rates of stress, anxiety, and general discomfort in teachers. This study aimed to explore the mental health of teachers who were forced to telework because of COVID-19, and to analyze the association with sociodemographic, teacher-related, and working conditions. The sample was 278 classroom teachers in Chile who teleworked more than 50% during the 2020 academic year. The participants were mostly women (82%) who entered the teaching profession at age 30 or younger (87%) and worked two or more unpaid overtime hours per day (67%). The dependent variable was mental health measured through the General Health Questionnaire (GHQ-12). The independent variables were sociodemographic, teacher-related, and work conditions. The internal structure of the mental health construct was evaluated using the Rasch model. Crude odds ratios (cORs) and adjusted odds ratios (aORs) were estimated using logistic regression models. A high rate of poor mental health was identified in teachers (58%). The variables associated with poor mental health were working in a private–subsidized school (aOR = 2.89; 95% CI: 1.16–7.22), working two or more unpaid overtime hours (aOR = 2.25; 95% CI: 1.11–4.59), and being absent due to sickness (aOR = 3.82; 95% CI: 1.53–9.58). These results provide evidence suggesting the need for actions to improve the working conditions of teachers who telework in order to improve their mental health, and thus have a positive impact on the entire educational community.

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4 Citations


Open accessJournal ArticleDOI: 10.31782/IJCRR.2021.SP205
Abstract: Background: The emergence of the Covid-19 pandemic led to the global change of academic learning strategy from classroom to online mode. Before the emergence of the virus, online learning at a medium scale has been implemented to support the educational system in Indonesia. However, due to the pandemic and to reduce the spread of the virus, online learning became the main and sole place of learning. Objective: This study investigates the implementation and effectiveness of online learning at the faculty of humanities at a University in Jambi, Indonesia, since the Covid-19 pandemic. Method: This is quantitative research. Self-report questionnaires with 5-point Likert scales were used to obtain data from 441 respondents by using the Survey Monkey application. Result: The result showed that online learning was not implemented at the top level of 4.20, using an inadequate replacement process. Furthermore, all categories of online learning implementation, such as design, course communication, time management, and technical skills, were not optimally obtained, while the categories were inadequately effective in replacing classroom learning. Conclusion: Online learning was unable to replace classroom learning because its implementation and effectiveness failed to meet policymakers’ expectations at the university level. Therefore, there is a need for the increase in teachers’ competence and usage intensity regarding online learning in faculties and universities.

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2 Citations


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Open accessJournal ArticleDOI: 10.1136/EBNURS.2011.100352
Kate Seers1Institutions (1)
Abstract: Good qualitative research uses a systematic and rigorous approach that aims to answer questions concerned with what something is like (such as a patient experience), what people think or feel about something that has happened, and it may address why something has happened as it has. Qualitative data often takes the form of words or text and can include images. Qualitative research covers a very broad range of philosophical underpinnings and methodological approaches. Each has its own particular way of approaching all stages of the research process, including analysis, and has its own terms and techniques, but there are some common threads that run across most of these approaches. This Research Made Simple piece will focus on some of these common threads in the analysis of qualitative research. So you have collected all your qualitative data – you may have a pile of interview transcripts, field-notes, documents and …

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8,060 Citations



Open accessBook
21 Jun 2010-
Abstract: Part 1 The Research Enterprise in the Social and Behavioral Sciences: Then and Now Ch 1 Major Issues and Controversies in the Use of Mixed Methods in the Social and Behavioral Sciences - Charles Teddlie, Abbas Tashakkori Ch 2 Pragmatic Threads in Mixed Methods Research in the Social Sciences: The Search for Multiple Modes of Inquiry and the End of the Philosophy of Formalism - Spencer Maxey Ch 3 Making Parardigmatic Sense of Mixed-Method Practice - Jennifer Greene, Valerie Caracelli Ch 4 Cultural Distance, Levels of Abstraction and the Advantages of Mixed Methods - Fathali M. Moghaddam, Ben Walker, Rom Harre Ch 5 Mixed Methods and the Politics of Human Research: The Transformational and Emancipatory Perspective - Donna Mertens Part 2 Methodological and Analytical Issues for Mixed Methods Research Ch 6 A Typology of Research Purposes and its Relationship to Mixed Methods - Isadore Newman, Carolyn S. Ridenour, Carole Newman, George M. DeMarco, Jr. Ch 7 Principles of Mixed-and Multi-Method Research Design - Janice Morse Ch 8 Advanced Mixed Methods Research Design - John Creswell, Michelle Guttman, Vicki Plano-Clark Ch 9 Mixed Methods Design: An Alternative Approach - Joseph A. Maxwell, Diane Loomis Ch 10 Mixed Method Sampling Strategies in Social Science Research - Elizabeth Kemper, Sam Stringfield, Charles Teddlie Ch 11 Data Collection Strategies in Mixed Methods Research - R. Burke Johnson, Lisa A. Turner Ch 12 Tables or Tableaux? The Challenges of Writing and Reading Mixed Methods Studies - Margarete Sandelowski Ch 13 A Framework for Analyzing Data in Mixed Methods Research - Anthony Onwueghbuzie, Charles Teddlie Ch 14 Computerized Data Analysis for Mixed Methods Research - Patricia Bazeley Ch 15 Impact of Mixed Methods and Design on Inference Quality - Steven Miller Ch 16 Making Inferences in Mixed Methods: The Rules of Integration - Christian Erzberger, Udo Kelle Part 3 Applications and Examples of Mixed Methods Research Across Disciplines Ch 17 Mixed Methods in Evaluation Contexts: A Pragmatic Framework - Sharon F. Rallis, Gretchen B. Rossman Ch 18 Research Methods in Management and Organizational Research: Toward Integration of Qualitative and Quantitative Techniques - Steven C. Curall, Annette J. Towler Ch 19 The Status of Mixed Methods in the Health Sciences - Melinda S. Forthofer Ch 20 Status of Mixed Methods Research in Nursing - Sheila Twinn Ch 21 Mixed Methods in Psychological Research - Cindy Waszack, Marylyn C. Sines Ch 22 Multimethod Research in Sociology - Albert Hunter, John Brewer Ch 23 The Pragmatic and Dialectical Lenses: Two Views of Mixed Methods' Use in Education - Tonette S. Rocco, Linda A. Bliss, Suzanne Gallagher, Aixa Perez-Prado, Cengiz Alacaci, Eric S. Dwyer, Joyce C. Fine, N.Eleni Pappamihiel Part 4 Conclusions and Future Directions Ch 24 Teaching Mixed Methods Research:Practices, Dilemmas and Challenges - John W. Creswell, Abbas Tashakkori, Ken Jensen, Kathy Shapley Ch 25 Collaborative Mixed-Method Research - Lyn M. Shulha and Robert J. Wilson Ch 26 The Past and the Future of Mixed Methods Research: From "Methodological Triangulation" to "Mixed Model Designs" - Abbas Tashakkori, Charles Teddlie

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4,775 Citations


Book ChapterDOI: 10.1037/10518-046
Urie Bronfenbrenner1Institutions (1)
01 Jan 1992-

2,830 Citations


Journal ArticleDOI: 10.1016/J.JSP.2005.11.001
Abstract: The Job Demands–Resources Model was used as the basis of the proposal that there are two parallel processes involved in work-related well-being among teachers, namely an energetical process (i.e., job demands → burnout → ill health) and a motivational process (i.e., job resources → engagement → organizational commitment). In addition, some cross-links between both processes were hypothesized. Structural equation modeling was used to simultaneously test the hypotheses in a sample of Finnish teachers ( N = 2038). The results confirmed the existence of both processes, although the energetical process seems to be more prominent. More specifically, (1) burnout mediated the effect of high job demands on ill health, (2) work engagement mediated the effects of job resources on organizational commitment, and (3) burnout mediated the effects of lacking resources on poor engagement. The robustness of these findings is underscored by the fact that they were obtained in one half of the sample (using random selection) and cross-validated in the other half.

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Topics: Job attitude (64%), Job demands-resources model (61%), Organizational commitment (58%) ... read more

2,124 Citations


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