Teachers' Psychological Stress and Well-Being During a Pandemic: A Person-Centered Study

• In Event: Psychological Stressors due to the Pandemic

Abstract

This study uncovered patterns in teachers’ psychological experience during the COVID-19 pandemic. Workplace stress, associated with negative outcomes pre-pandemic, was magnified during the pandemic. Other aspects of teachers’ psychological experience include affect, teaching self-efficacy, and dispositional factors. Two hundred forty-six teachers completed stress and wellbeing measures (i.e., affect, perceived stress, teaching self-efficacy, coping skills). A latent profile analysis (LPA) was conducted using these indicators. A multinomial logistic regression was also conducted with four predictors (i.e., workplace appraisals, teaching experience, sex, and campus level) of profile membership. LPA yielded four profiles: resilient, strained, lower teaching self-efficacy, and lower emotional wellbeing teachers. Workplace appraisal and teaching experience predicted profile membership. Implications include tailored teacher support services based on screening.

Authors

• Cassandra Gearhart, University of Texas at Austin
  Presenting Author

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

• Madison Blaydes, University of Texas at Austin
  Non-Presenting Author

• Richard G. Lambert, University of North Carolina - Charlotte
  Non-Presenting Author

• Francesca Di Rienzo, University of Texas at Austin
  Non-Presenting Author