Social Support and COVID-19: Impact of Gratitude and Mentoring on Teachers' Work During COVID-19

• In Event: Sheraton Roundtable Session Fifteen
  In Roundtable Session: Social Support With COVID and Underrepresented Students (Table 6)

Abstract

Prior to COVID-19, teachers reported some of the highest levels of stress in any profession, and their experiences of stress appear to have only been exacerbated by the pandemic. Teacher’s stress has a number of negative outcomes, like job dissatisfaction and burnout, which contribute to consequences like high attrition. One promising resource to mitigate stress appears to be social support. This study examined experiences of social support, specifically through gratitude and mentoring, during COVID-19 for teachers that persisted in the field using a modified grounded theory approach. Findings indicated societal inputs, relational inputs and mediators, sources of support, and support outcomes helped sustain teachers through their challenging day-to-day work. Important implications, including proposed interventions, are discussed alongside future directions.

Authors

• Kristen C. Mosley, Austin Independent School District
  Presenting Author

• Christopher J. McCarthy, University of Texas at Austin
  Presenting Author

• Aradhita Gupta, University of Texas at Austin
  Non-Presenting Author

• Madison Blaydes, University of Texas at Austin
  Presenting Author