Newly Qualified Teachers’ Well-Being During the COVID-19 Pandemic: Testing a Social Support Intervention Through Design-Based Research
Around the world, newly qualified teachers are leaving the profession after only a short time working at school. This not only has a negative effect on the capacities of the respective education systems, but also for the teachers themselves, as it often due to factors such as stress and burnout that...
| Main Authors: | , , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Frontiers Media S.A.
2022-06-01
|
| Series: | Frontiers in Psychology |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/fpsyg.2022.873797/full |
| _version_ | 1818469058229567488 |
|---|---|
| author | Dominik E. Froehlich Julia Morinaj Dorothea Guias Ulrich Hobusch |
| author_facet | Dominik E. Froehlich Julia Morinaj Dorothea Guias Ulrich Hobusch |
| author_sort | Dominik E. Froehlich |
| collection | DOAJ |
| description | Around the world, newly qualified teachers are leaving the profession after only a short time working at school. This not only has a negative effect on the capacities of the respective education systems, but also for the teachers themselves, as it often due to factors such as stress and burnout that leads to this decision. The COVID-19 pandemic has exacerbated this situation by adding to the teachers’ workload, uncertainty, and stress. Previous research has investigated strategies that may help teachers improve their well-being and, among other factors, found social support to be an important condition. In this mixed methods design-based research study, we developed a design to enhance social support among newly qualified teachers in their first months working at school. Our quantitative and qualitative results show that the design has positive effects on many aspects of teachers’ well-being in the intervention group both longitudinally (before and after the intervention) and when compared to a comparison group. The findings are being discussed considering the recent changes in the working conditions of teachers as imposed by the COVID-19 pandemic. |
| first_indexed | 2024-04-13T21:19:03Z |
| format | Article |
| id | doaj.art-e178b56841fb417aa7b4c0691898c0bf |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-04-13T21:19:03Z |
| publishDate | 2022-06-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-e178b56841fb417aa7b4c0691898c0bf2022-12-22T02:29:34ZengFrontiers Media S.A.Frontiers in Psychology1664-10782022-06-011310.3389/fpsyg.2022.873797873797Newly Qualified Teachers’ Well-Being During the COVID-19 Pandemic: Testing a Social Support Intervention Through Design-Based ResearchDominik E. Froehlich0Julia Morinaj1Dorothea Guias2Ulrich Hobusch3Centre for Teacher Education and Department of Education, University of Vienna, Vienna, AustriaDepartment of Research in School and Instruction, Institute of Educational Science, University of Bern, Bern, SwitzerlandDepartment of Education, University of Vienna, Vienna, AustriaCentre for Teacher Education, University of Vienna, Vienna, AustriaAround the world, newly qualified teachers are leaving the profession after only a short time working at school. This not only has a negative effect on the capacities of the respective education systems, but also for the teachers themselves, as it often due to factors such as stress and burnout that leads to this decision. The COVID-19 pandemic has exacerbated this situation by adding to the teachers’ workload, uncertainty, and stress. Previous research has investigated strategies that may help teachers improve their well-being and, among other factors, found social support to be an important condition. In this mixed methods design-based research study, we developed a design to enhance social support among newly qualified teachers in their first months working at school. Our quantitative and qualitative results show that the design has positive effects on many aspects of teachers’ well-being in the intervention group both longitudinally (before and after the intervention) and when compared to a comparison group. The findings are being discussed considering the recent changes in the working conditions of teachers as imposed by the COVID-19 pandemic.https://www.frontiersin.org/articles/10.3389/fpsyg.2022.873797/fulldesign-based researchnewly qualified teacherssocial supportwell-beingteachers |
| spellingShingle | Dominik E. Froehlich Julia Morinaj Dorothea Guias Ulrich Hobusch Newly Qualified Teachers’ Well-Being During the COVID-19 Pandemic: Testing a Social Support Intervention Through Design-Based Research Frontiers in Psychology design-based research newly qualified teachers social support well-being teachers |
| title | Newly Qualified Teachers’ Well-Being During the COVID-19 Pandemic: Testing a Social Support Intervention Through Design-Based Research |
| title_full | Newly Qualified Teachers’ Well-Being During the COVID-19 Pandemic: Testing a Social Support Intervention Through Design-Based Research |
| title_fullStr | Newly Qualified Teachers’ Well-Being During the COVID-19 Pandemic: Testing a Social Support Intervention Through Design-Based Research |
| title_full_unstemmed | Newly Qualified Teachers’ Well-Being During the COVID-19 Pandemic: Testing a Social Support Intervention Through Design-Based Research |
| title_short | Newly Qualified Teachers’ Well-Being During the COVID-19 Pandemic: Testing a Social Support Intervention Through Design-Based Research |
| title_sort | newly qualified teachers well being during the covid 19 pandemic testing a social support intervention through design based research |
| topic | design-based research newly qualified teachers social support well-being teachers |
| url | https://www.frontiersin.org/articles/10.3389/fpsyg.2022.873797/full |
| work_keys_str_mv | AT dominikefroehlich newlyqualifiedteacherswellbeingduringthecovid19pandemictestingasocialsupportinterventionthroughdesignbasedresearch AT juliamorinaj newlyqualifiedteacherswellbeingduringthecovid19pandemictestingasocialsupportinterventionthroughdesignbasedresearch AT dorotheaguias newlyqualifiedteacherswellbeingduringthecovid19pandemictestingasocialsupportinterventionthroughdesignbasedresearch AT ulrichhobusch newlyqualifiedteacherswellbeingduringthecovid19pandemictestingasocialsupportinterventionthroughdesignbasedresearch |