Teaching During a Pandemic: A Mixed-Methods Study of the Roles of Self-Efficacy

• In Event: Sheraton Roundtable Session Seven
  In Roundtable Session: Mental Health and Wellness of Teachers During COVID-19: Considerations for Moving Forward (Table 12)

Abstract

Schools, school teachers, and school administration are a system of supports and first responders that can help mitigate the effects of ACEs and other stressors on school-aged children. Within the context of the current pandemic, children may experience greater exposure to ACEs and any COVID-19 related economic and health problems. The strain on teachers who support the well-being of school-aged children can lead to increased stress, burnout, and ultimately turnover. The current study used a mixed methods research design to examine how administrative support and dimensions of teacher self-efficacy during the COVID-19 pandemic was associated with teachers’ experiences of stress and wellness outcomes, such as poorer mental health and burnout. Findings from structural equation modeling indicated a positive association between greater administrative support and greater remote teaching self-efficacy and that with improved teaching self-efficacy came decreased stress. When teachers' stress was lowered, they also experienced decreased burnout and fewer mental health difficulties. Tests of indirect effects supported indirect associations between administrative support and teachers' psychological outcomes (i.e. burnout, depression, anxiety) through teacher stress. Qualitative findings supported quantitative findings and provided further context for these findings through themes related to teacher’s self-efficacy in working with diverse school children and navigating community and political influences on how they teach and teaching models they must adopt throughout the pandemic.

Authors

• Lian Liu, Integrative Psychology Group
  Presenting Author

• Vivian Mui, Lehigh University
  Presenting Author

• Christopher T.H. Liang, Lehigh University
  Presenting Author