Covid-19 Survey for Pre-K To 12 Teachers and School Staff

• In Event: The Importance of Relationships to Support Children and Families During COVID-19

Abstract

Introduction: The COVID-19 pandemic resulted in the closure of early childhood centers and schools in states across the northeastern US. Classrooms from preschool through high school moved to virtual or hybrid instruction and teachers had to adjust accordingly. These changes would seem to impact both the personal and professional lives of teachers, particularly those teachers that had their own children with disrupted routines. Adding to the new reality was the fact that the future of instruction remained uncertain. Consequently, educators and individuals involved in supporting schools and centers faced significant challenges. Hypothesis: It was hypothesized that individuals that teach and support children had a dual burden; handling their own personal stressors and those of their families in addition to the concerns for the children they taught. To explore the concerns of educators, the following questions research questions were posed: What stressors do Pre-K-12 teachers have in their personal/family life, related to COVID-19?What work-related concerns do Pre-K to 12 teachers have due to COVID-19? Methods: A cross-sectional study was conducted from June 2, 2020 through July 31 2020. A survey was developed, consisting of 32 items across three factors: experience of COVID-19, the amount of personal stress felt related to COVID-19, work-related concerns due to COVID. Teachers and school professionals were recruited for the study using convenience sampling. The online survey was disseminated through several agencies and individuals and responses were recorded anonymously (N=478). A series of mancovas were conducted in which both individual stressors and average scores were compared across different demographic groupings (i.e., race, age range, grades taught). To account for the fact that respondents’ levels of concern might be related to their experiences related to COVID-19, these experiences were controlled for in analyses. To account for the limited variability of teachers’ races represented in the survey sample, races were grouped accordingly: White, Black or African American, and Other. While this grouping does not allow for a robust examination of the experiences of non-White and non-Black or African American participants, this grouping was the most effective way to determine large-scale group differences. Results:Results revealed that Black/African American teachers reported higher overall personal stressors than their white colleagues. Further, both Black/African American teachers as well as teachers of other non-white racial backgrounds reported having greater concerns for their ability to pay for rent, utilities, or other necessities than their white colleagues. Teachers’ age was also a notable factor related to individual stressors. The highest level of overall individual stressors was reported by teachers ages 35-44, significantly higher than any other group. As with individual stress, teachers’ race was a significant factor in work-related stressors. Black and African American teachers reported more overall work-related stress, as well as concern about the emotional and mental health needs of staff than white teachers. Work-related concerns also differed by teachers’ age ranges and grade levels. Detailed findings from the survey will be discussed to shed light on pandemic-related concerns of educators.

Authors

• Eileen McKeating, Montclair State University
  Presenting Author

• Andrew Frazer
  Non-Presenting Author