Characteristics of Teacher Stress during Distance Learning Imposed by the COVID‑19 Pandemic
Recent studies show that stress levels are higher among teachers than in many other occupational groups. Semi-structured interviews with 14 teachers from various regions of Russia were conducted to investigate the characteristics of psychological stress and coping strategies in the context of the ab...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
| Published: |
National Research University Higher School of Economics (HSE)
2021-03-01
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| Series: | Вопросы образования |
| Subjects: | |
| Online Access: | https://vo.hse.ru/article/view/15883 |
| _version_ | 1811164543549702144 |
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| author | Anastasia Petrakova Tatjana Kanonire Alena Kulikova Ekaterina Orel |
| author_facet | Anastasia Petrakova Tatjana Kanonire Alena Kulikova Ekaterina Orel |
| author_sort | Anastasia Petrakova |
| collection | DOAJ |
| description | Recent studies show that stress levels are higher among teachers than in many other occupational groups. Semi-structured interviews with 14 teachers from various regions of Russia were conducted to investigate the characteristics of psychological stress and coping strategies in the context of the abrupt transition to distance learning imposed by the COVID‑19 pandemic. In remote schooling, teachers have to implement education programs despite their own pandemic anxiety, provide emotional support to students, and stimulate their motivation for learning. It appears from the interview data that teacher stress is elevated by the absence or lack of support from school administrators and a substantial increase in teacher workload, caused by the need to search for new techniques of teaching and preparing for classes from a distance, intensified communication with students and their parents, and the growing amount of homework assignments to review. The stress factors specific to the pandemic include the new work-from-home setup and changes in the work-life balance. The most common strategies of coping with stress and reducing its consequences include an effort to search for the silver lining and/or new opportunities, seeking social and emotional support, physical exercise, and hobby activities. |
| first_indexed | 2024-04-10T15:24:12Z |
| format | Article |
| id | doaj.art-d2ca10b07ac24fe69780d79e5814da74 |
| institution | Directory Open Access Journal |
| issn | 1814-9545 2412-4354 |
| language | English |
| last_indexed | 2024-04-10T15:24:12Z |
| publishDate | 2021-03-01 |
| publisher | National Research University Higher School of Economics (HSE) |
| record_format | Article |
| series | Вопросы образования |
| spelling | doaj.art-d2ca10b07ac24fe69780d79e5814da742023-02-14T12:05:12ZengNational Research University Higher School of Economics (HSE)Вопросы образования1814-95452412-43542021-03-0119311410.17323/1814-9545-2021-1-93-11415883Characteristics of Teacher Stress during Distance Learning Imposed by the COVID‑19 PandemicAnastasia Petrakova0Tatjana Kanonire1Alena Kulikova2Ekaterina Orel3HSE UniversityHSE UniversityHSE UniversityHSE UniversityRecent studies show that stress levels are higher among teachers than in many other occupational groups. Semi-structured interviews with 14 teachers from various regions of Russia were conducted to investigate the characteristics of psychological stress and coping strategies in the context of the abrupt transition to distance learning imposed by the COVID‑19 pandemic. In remote schooling, teachers have to implement education programs despite their own pandemic anxiety, provide emotional support to students, and stimulate their motivation for learning. It appears from the interview data that teacher stress is elevated by the absence or lack of support from school administrators and a substantial increase in teacher workload, caused by the need to search for new techniques of teaching and preparing for classes from a distance, intensified communication with students and their parents, and the growing amount of homework assignments to review. The stress factors specific to the pandemic include the new work-from-home setup and changes in the work-life balance. The most common strategies of coping with stress and reducing its consequences include an effort to search for the silver lining and/or new opportunities, seeking social and emotional support, physical exercise, and hobby activities.https://vo.hse.ru/article/view/15883teacherscovid‑19psychological stresscoping strategies |
| spellingShingle | Anastasia Petrakova Tatjana Kanonire Alena Kulikova Ekaterina Orel Characteristics of Teacher Stress during Distance Learning Imposed by the COVID‑19 Pandemic Вопросы образования teachers covid‑19 psychological stress coping strategies |
| title | Characteristics of Teacher Stress during Distance Learning Imposed by the COVID‑19 Pandemic |
| title_full | Characteristics of Teacher Stress during Distance Learning Imposed by the COVID‑19 Pandemic |
| title_fullStr | Characteristics of Teacher Stress during Distance Learning Imposed by the COVID‑19 Pandemic |
| title_full_unstemmed | Characteristics of Teacher Stress during Distance Learning Imposed by the COVID‑19 Pandemic |
| title_short | Characteristics of Teacher Stress during Distance Learning Imposed by the COVID‑19 Pandemic |
| title_sort | characteristics of teacher stress during distance learning imposed by the covid 19 pandemic |
| topic | teachers covid‑19 psychological stress coping strategies |
| url | https://vo.hse.ru/article/view/15883 |
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