ISSN: 2226-6348
Open access
The new uncertain and vulnerable environment practically magnified fear and conflict relationship among people across the globe. With the rising cases of pandemic COVID-19, people’s well-being is at stake, specifically teachers, who must accustom themselves to immediate education changes. As teachers being the common profession with a higher level of stress, the long run and significant effect of pandemic become the notable cause to teachers to experience deteriorated well-being. However, teachers are not only struggling due to the environment but the factors that contribute to affecting their well-being. Therefore, this scoping review aims to uncover the factors affecting teachers’ well-being during pandemic and its impact on teachers’ well-being. The scoping review followed Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews (PRIMA-ScR) guidelines. From 588 articles, ten articles were finalised and included in the study. The findings reported that varied factors correlated with the teachers’ well-being, and each factor could influence teachers’ well-being either positively or negatively.
Arksey, H., & O’Malley, L. (2005). Scoping studies: Towards a methodological framework. Int J Soc Res Methodol. 8, 19-32. doi: 10.1080/1364557032000119616
Carreon, T., Rotas, E., Cahapay, M., Garcia, K., Amador, R. & Anoba, J.L. (2021). Fear of COVID-19 and remote teaching burnout of Phillipine K to 12 teachers. International Journal of Education and Innovation. doi: 10.46661/ijeri.5853
Collie, R. J., Shapka, J. D., Perry, N. E., & Martin, A.J. (2016). Teachers’ psychological functioning in the workplace: Exploring the roles of contextual beliefs, need satisfaction, and personal characteristics. J. Educ. Psychol. 108, 788–799. doi: 10.1037/edu0000088
Day, C., & Gu, Q. (2014). Resilient Teachers, Resilient Schools: Building and Sustaining Quality in Testing Times. London: Routledge
De Stasio, S., Fiorilli, C., Benevene, P., Uusitalo-Malmivaara, L., & Di Chiacchio, C. (2017). Burnout in special needs teachers at kindergarten and primary school: Investigating the role of personal resources and work wellbeing. Psychol. Sch. 54, 472–486
Gray, C., Wilcox, G., & Nordstokke, D. (2017). Teacher mental health, school climate, inclusive education and student learning: a review. Can. Psychol. 58, 203–210. doi: 10.1037/cap0000117
Gregersen, T., Mercer, S., & MacIntryre, P. D. (2020). Language teacher perspectives on stress and coping. Foreign Language Annals. doi: 10.1111/flan.12544
Hascher, T., Beltman, S., & Mansfield, C. (2021). Swiss primary teachers’ professional well-being during school closure due to the covid-19 pandemic. Frontiers in Psychology. 12. doi: 10.3389/fpsyg.2021.687512
Herman, K. C., Hickmon-Rosa, J. E., & Reinke, W. M. (2018). Empirically Derived Profiles of Teacher Stress, Burnout, Self-Efficacy, and Coping and Associated Student Outcomes. J. Positive Behav. Interventions. 20(2), 90–100. doi:10.1177/109830071773206
Johnson, S., Cooper, C., Cartwright, S., Donald, I., Taylor, P., & Millet, C. (2005). The Experience of Work-Related Stress Across Occupations. J. Manag. Psychol. 20, 178–187. [CrossRef]
Kim, L. E., Oxley, L., & Asbury, K. (2021). "My brain feels like a browser with 100 tabs open": A longitudinal study of teachers’ mental health and well-being during the Covid-19 pandemic. British Journal of Educational Psychology. DOI:10.1111/bjep.12450
Kraft, M. A., Simon, N. S., & Lyon, M. A. (2020). Sustaining a sense of success: The importance of teacher working conditions during the COVID-19 pandemic. (EdWorkingPaper: 20-279). Annenberg Institute at Brown University. Retrieved from https://doi.org/https://doi.org/10. 26300/35nj-v890
Malureanu, A., Panisoara, G., & Lazar, I. (2021). The relationship between self-confidence, self-efficacy, grit, usefulness, and ease of use of elearning platforms in corporate training during the covid-19 pandemic. Sustainability 2021, 13, 6633.
Mari, E., Lausi, G., Fraschetti, A., Pizzo, A., Baldi, M., Quaglieri, A., Burrai, J., Barchielli, B., Avallone, F. & Giannini, A.M. (2021). Teaching during the Pandemic: A comparison in psychological wellbeing among smart working professions. Sustainability. (13). DOI:10.3390/su130948
Poysaa, S., Pakarinen, E., & Lerkkanen, M-K. (2021). Patterns of teachers’ occupational well-being during the covid-19 pandemic: relations to experiences of exhaustion, recovery, and interactional styles of teaching. Frontiers in Education. (6). doi: 10.3389/feduc.2021.699785
Pressley, T. (2021). Factors contributing to teacher burnout during COVID-19. Educational Researcher. 50(5), 325-327. doi: 10.3102/0013189X211004138
Rabacal, J. S., Oducado, R. M., & Tamdang, K. A. (2020). COVID-19 impact on the quality of life of teachers: A cross-sectional study. Asia Journalol for Public Opinion Research. 8(4), 478-492. doi: 10.15206/ajpor.2020.8.4.478
Schleicher, A. (2018). Valuing Our Teachers and Raising Their Status: How Communities Can Help. Paris: OECD Publishing. doi:10.1787/9789264292697-en. Accessed, September 14, 2021.
School Mental Health Group. (2019). Teachers’ Lack of Well-Being and Mental Ill Health in Schools. Available online at: https://schoolmentalhealthgroup.co.uk
Sokal, L., Trudel, L. E., & Babb, J. (2020). Canadian teachers’ attitudes toward change, efficacy, and burnout during the COVID-19 pandemic. International Journal of Education Research Open. doi:10.1016/j.ijedro.2020.100016
Talidong, K. J. B., & Toquero, C. M. D. (2020). Phillipine teachers’ practices to deal with anxiety amid COVID-19. Journal of Loss and Trauma, 25(6-7), 573-579. doi:10.1080/15325024.2020.1759225
Tina Hascher, Susan Beltman & Caroline Mansfield (2021): Teacher wellbeing and resilience: towards an integrative model, Educational Research, doi: 10.1080/00131881.2021.1980416
Truzoli, R., Pirola, V., & Conte, S. (2020). The impact of risk and protective factors on online teaching experience in high school Italian teachers during the Covid-19 pandemic. Journal of Computer Assisted Learning, doi: 10.1111/jcal.12533
Whitaker, R. C., Dearth-Wesley, T., & Gooze, R. A. (2015). Workplace Stress and the Quality of Teacher-Children Relationships in Head Start. Early Child. Res. Q. 30(A), 57–69. doi:10.1016/j.ecresq.2014.08.008
Yong, P., Cheong, K. W., & Poon, C. H. (2021). The effect of music listening and progressive muscle relaxation on the stress level of novice music teachers during coronavirus disease 2019 (Covid-19) in Malaysia. Journal of Arts Research and Education. 21(1). doi: 10.15294/harmonia.v21i1.29679
In-Text Citation: (Yob et al., 2022)
To Cite this Article: Yob, F. S. C., Ghani, A. A. M., Pek, L. S., Mee, R. W. M., Ismail, M. R., Tazli, U. N. A., & Shahdan, T. S. T. (2022). The Factors Affecting School Teachers’ Well-being during Pandemic Era: A Scoping Review. International Journal of Academic Research in Progressive Education and Development, 11(4), 887–904.
Copyright: © 2023 The Author(s)
Published by HRMARS (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode