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Teacher Well-Being Through the COVID-19 Pandemic
Sun, April 14, 9:35 to 11:05am, Pennsylvania Convention Center, Floor: Level 100, Room 113ASession Type: Symposium
Abstract
This panel offers a snapshot of teacher well-being through the COVID-19 pandemic. The studies utilize a mix of different methods and capture teachers’ experiences in different places and at different points in time over the past three years. Precise definitions of teacher well-being vary, and researchers often focus on one dimension rather than a holistic approach. This panel addresses different dimensions of teacher well-being and different points on the career continuum, helping to strengthen the field’s empirical foundation for and theoretical understanding of the issue. Finally, the studies offer useful insights for policymakers and practitioners seeking to improve teacher working conditions and well-being in general and hoping to strengthen teacher retention and recruitment in the wake of the pandemic.
Sub Unit
Chair
Papers
Identifying Promising School-Based Supports for First-Year Teachers’ Well-Being in the Wake of COVID-19 - Leigh McLean, University of Delaware; Katherine Tilley, University of Delaware
Leave Like a Champion: Teacher Embeddedness and Turnover at an Urban “No-Excuses” Charter Management Organization - Matthew S. McCluskey, University of Vermont
Principal and Teacher Organizational Conditions, Well-Being, and Turnover - Laura K. Rogers, University of Virginia; Lydia Gandy-Fastovich, University of Utah; David S Woo, University of Utah
Without a Lifeline: The Impact of District and School-Level Leadership on Teacher Well-Being During COVID-19 - Emily Germain, Learning Policy Institute; Danielle Sutherland, Towson University
Teacher Well-Being in Michigan’s Turnaround Schools Through the COVID-19 Pandemic - Chanteliese Watson, Michigan State University; Ariell R. Bertrand, Michigan State University; Jeremy L. Singer, Wayne State University; Erica Harbatkin, Florida State University