ORCID Profile
0000-0002-3237-2541
Current Organisations
The New Brew Association
,
NSW Department of Education
Does something not look right? The information on this page has been harvested from data sources that may not be up to date. We continue to work with information providers to improve coverage and quality. To report an issue, use the Feedback Form.
Publisher: Springer Science and Business Media LLC
Date: 18-09-2021
Publisher: IOS Press
Date: 19-09-2022
DOI: 10.3233/WOR-220062
Abstract: BACKGROUND: As millions of teachers have been forced to rely upon remote teaching due to the closure of schools during the COVID-19 pandemic. It is particularly important to understand the extent to which teacher’s psychological wellbeing has been affected by this global health crisis. OBJECTIVE: The aim of this comprehensive systematic review and meta-analysis was twofold: 1) ascertain the prevalence of stress, anxiety, depression among teachers during the COVID-19 outbreak 2) identify the associated factors of these psychological wellbeing domains of the teachers. METHODS: Academic Search Premier, Eric, PsycInfo, Scopus, and Web of Science were searched for articles published from December 2019 and July 2021, using search terms including “COVID-19” “anxiety” “depression” “stress”, and “teachers”. RESULTS: This study included 54 studies synthesising data from 256,896 teachers across 22 countries. The meta-analysis showed higher prevalence of stress (62.6%, 95% Confidence Interval [CI]: 46.1–76.6), compared to anxiety (36.3%, 95% CI: 28.5–44.9) and depression (59.9%, 95% CI: 43.4–74.4) among teachers. Teachers’ experiences of these psychological issues were associated with various socio-demographic and institutional factors, including gender, nature of online teaching, job satisfaction, teaching experience, and the volume of workload. Additionally, several protective factors, such as regular exercises and provision of technical support for online teaching, reduced teachers’ negative psychological experiences. CONCLUSION: There is a need for authorities to formulate educational policies to improve teachers’ wellbeing at the time of global crisis. Special attention should be paid to assist female teachers in overcoming physical and mental stressors.
Publisher: Edith Cowan University
Date: 11-2021
DOI: 10.14221/AJTE.2021V46N11.3
Abstract: This paper shares insights from an international community of educators who have been using social media as a virtual space for a scholarly reading group: #edureading. The collection of educator narratives presented in this paper show how social networks on Twitter and Flipgrid were used as inclusive environments for teacher-led professional development. This paper is both a report of research involving five practitioners inquiring into their collective experience, and an exercise in building the scholarly capacity of the #edureading group. The accessibility of the social media platforms, as well as the collaborative, inquiry-based approach to scholarly reading, emerge as key themes in the educator narratives. The findings of this research emphasise that professional learning occurring in virtual spaces is open to social mediation using the norms of social networks, rather than the norms of workplaces, jurisdictions or education sectors, and that this can lead to a greater sense of empowerment for educators
Publisher: Springer Nature Singapore
Date: 2022
Publisher: Wiley
Date: 07-01-2022
DOI: 10.1002/PITS.22643
Abstract: Teachers’ beliefs in inclusive education can be highly significant in the success of inclusive classrooms resulting in the performance outcomes of students. Teachers’ understandings and expectations of students are important if students are to reach their potential. This study investigated 182 Australian secondary teachers’ beliefs about inclusive education in relation to their causal attributions toward students with specific learning disabilities. This study was a quantitative study that used a survey instrument to measure teachers’ attributional responses to students with and without specific learning disabilities. The findings show that teachers who believe in inclusive education report to be more positive/encouraging in their feedback towards students, feel greater sympathy toward them, as well as hold higher expectations toward the future than their counterparts. Teachers need to believe in inclusive education if students are to reach their potential at school.
Publisher: Springer Science and Business Media LLC
Date: 10-03-2021
No related grants have been discovered for Sandy Nicoll.