A Multilevel Analysis of Novice Educators’ Self-Efficacy, Collective Efficacy, and Psychological Wellbeing during the COVID-19 Pandemic

• In Event: Excellence in Education Research: Early Career Scholars and Their Work

Abstract

A Multilevel Analysis of Novice Educators’ Self-Efficacy, Collective Efficacy, and Psychological Wellbeing during the COVID-19 Pandemic

Guided by the job demands and resource model, this study aimed to understand educators’ risk and resilience experiences during COVID-19 public health and social crisis by examining how novice educators’ sense of self-efficacy interacted with their perceived school collective efficacy to influence their psychological wellbeing (i.e., compassion fatigue and compassion satisfaction) during the COVID-19 pandemic. Results of Multilevel linear regression analyses showed that female novice educators and educators with longer years of employment reported higher compassion fatigue; White, Hispanic, and Asian novice educators reported significantly higher compassion fatigue than Black educators. Both self-efficacy and collective efficacy on distance education were concurrently and interactively associated with novice educators' compassion fatigue and satisfaction. The finding highlighted the racial/ethnic disparities among novice educators’ professional and psychological wellbeing during the COVID-19 pandemic. It also suggested that both self-efficacy and collective efficacy function as motivational resources across individual and school levels to promote novice educators’ wellbeing and prevent their burnout. Moreover, it indicates the importance of assessing and monitoring school's motivational context as a unite when implementing district-wide strategies to promote novice educators' wellbeing and resilience.

Author

• Chunyan Yang, University of California, Berkeley