Background: There have been numerous studies conducted that have found a negative effect of school closures on student achievement and on student’s physical and mental wellbeing. However, there are fewer studies exploring the effect that the school closures have had on teachers during the COVID-19 pandemic, particularly in Hong Kong (HK). Teachers’ mental wellbeing affects their performance as education professionals; therefore, as a society, it is imperative that we support our teachers’ mental wellbeing in order to continue to provide an outstanding education for future generations. Objective: This study aims to assess the effect that the school closures have had on teachers’ mental health and to ascertain whether teachers have access to mental health resources and if so, which of these were the most effective. Method: An exploratory qualitative research design was employed. Qualitative data from semi-structured interviews and surveys were analysed using thematic analysis. Findings: Employing the acronym PEDAGOGICAL, the findings suggest that the school closures had a detrimental effect on teachers’ mental wellbeing, thwarting basic and universal psychological needs of autonomy, competence and relatedness. There were some positive aspects, including the flexibility of working from home, less time commuting and more time with family. On the whole however, the ongoing school closures and more specifically, the uncertainty around the COVID-19 government policies, negatively affected teachers’ overall mental health. Implications: This study has implications for education policy and practice, in HK and internationally, notably the importance of safeguarding teachers’ mental wellbeing to ensure continued high-quality teaching, the wellbeing of our youth and ultimately the health of our society.
| Published in | Education Journal (Volume 11, Issue 4) |
| DOI | 10.11648/j.edu.20221104.11 |
| Page(s) | 137-150 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2024. Published by Science Publishing Group |
COVID-19, Mental Wellbeing, Pedagogy, School Closure, Teachers
| [1] | OECD (2005) Teachers Matter: Attracting, developing and retraining effective teachers. ISBN-92-64-01802-6. Retrieved from https://www.oecd.org/education/school/34990905.pdf |
| [2] | Chan, M. K., Sharkey, J. D., Lawrie, S. I., Arch, D. A. N., and Nylund-Gibson, K. (2021). Elementary school teacher well-being and supportive measures amid COVID-19: An exploratory study. Sch. Psychol. 36, 533–545. doi: 10.1037/spq0000441. |
| [3] | Ebersold, S., Rahm, T. & Heise, E. Autonomy support and well-being in teachers: differential mediations through basic psychological need satisfaction and frustration. Soc Psychol Educ 22, 921–942 (2019). https://doi.org/10.1007/s11218-019-09499-1 |
| [4] | Hascher, T., & Waber, J. (2021). Teacher well-being: A systematic review of the research literature from the year 2000–2019. Educational Research Review, 34, 100411. |
| [5] | Pillay, H., Goddard, R., & Wilss, L. (2005). Well-Being, Burnout and Competence: Implications for Teachers.. Australian Journal of Teacher Education, 30 (2). http://dx.doi.org/10.14221/ajte.2005v30n2.3 |
| [6] | Jelińska, M., and Paradowski, M. B. (2021). Teachers’ engagement in and coping with emergency remote instruction during COVID-19-induced school closures: A multinational contextual perspective. Online Learn. 25, 303–328. doi: 10.24059/olj.v25i1.2492. |
| [7] | Panadero, E., Fraile, J., Pinedo, L., Rodríguez-Hernández, C., Balerdi, E., & Díez, F. (2022). Teachers' Well-Being, Emotions, and Motivation During Emergency Remote Teaching Due to COVID-19. Frontiers in psychology, 13, 826828. https://doi.org/10.3389/fpsyg.2022.826828 |
| [8] | Frenzel, A. C., Daniels, L., and Burić, I. (2021). Teacher emotions in the classroom and their implications for students. Edu. Psychol. 56, 250–264. doi: 10.1080/00461520.2021.1985501. |
| [9] | Sandilos, L. E., Cycyk, L. M., Hammer, C. S., Sawyer, B. E., López, L., & Blair, C. (2015). Depression, Control, and Climate: An Examination of Factors Impacting Teaching Quality in Preschool Classrooms. Early education and development, 26 (8), 1111–1127. https://doi.org/10.1080/10409289.2015.1027624 |
| [10] | Dicke, T., Stebner, F., Linninger, C., Kunter, M., & Leutner, D. (2018). A longitudinal study of teachers’ occupational well-being: Applying the job demands-resources model. Journal of Occupational Health Psychology, 23 (2), 262-277. |
| [11] | World Health Organization (WHO) (2018) Mental health: strengthening our response. Retrieved from https://www.who.int/news-room/fact-sheets/detail/mental-health-strengthening-our-response on 2nd May 2022 |
| [12] | Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68–78. https://doi.org/10.1037/0003-066X.55.1.68. |
| [13] | Azevedo, J. P., Hasan, A., Goldemberg, D., Iqbal, S. A., and Geven, K. (2020). Simulating the Potential Impacts of COVID-19 School Closures on Schooling and Learning Outcomes: A Set of Global Estimates. Washington, D.C.: The World Bank. |
| [14] | Hammerstein, S., König, C., Dreisörner, T., & Frey, A. (2021). Effects of COVID-19-Related School Closures on Student Achievement-A Systematic Review. Frontiers in psychology, 12, 746289. https://doi.org/10.3389/fpsyg.2021.746289 |
| [15] | Kaffenberger, M. (2021). Modelling the long-run learning impact of the COVID-19 learning shock: actions to (more than) mitigate loss. Int. J. Educ. Dev. 81: 102326. doi: 10.1016/j.ijedudev.2020.102326. |
| [16] | Kuhfeld, M., Soland, J., Tarasawa, B., Johnson, A., Ruzek, E. & Liu, J. (2020). Projecting the potential impact of COVID-19 school closures on academic achievement. Educational. Researcher. 49, 549–565. doi: 10.3102/0013189X20965918. |
| [17] | Spitzer, M. & Musslick, S. (2021). Academic performance of K-12 students in an online-learning environment for mathematics increased during the shutdown of schools in wake of the COVID-19 pandemic. PLoS ONE, 16: e0255629. doi: 10.1371/journal.pone.0255629. |
| [18] | Wyse, A. E., Stickney, E. M., Butz, D., Beckler, A., and Close, C. N. (2020). The potential impact of COVID-19 on student learning and how schools can respond. Educ. Measure. Issue Pract. 39, 60–64. doi: 10.1111/emip.12357. |
| [19] | Smith, J., Guimond, F. A., Bergeron, J., St-Amand, J., Fitzpatrick, C., and Gagnon, M. (2021). Changes in students' achievement motivation in the context of the COVID-19 pandemic: a function of extraversion/introversion? Educ. Sci. 11: 30. doi: 10.3390/educsci11010030. |
| [20] | Hoffman, J. A., & Miller, E. A. (2020). Addressing the Consequences of School Closure Due to COVID-19 on Children's Physical and Mental Well-Being. World medical & health policy, 10.1002/wmh3.365. Advance online publication. https://doi.org/10.1002/wmh3.365 |
| [21] | Gadermann, A. C., Thomson, K. C., Richardson, C. G., Gagné, M., McAuliffe, C., Hirani, S., et al. (2021). Examining the impacts of the COVID-19 pandemic on family mental health in Canada: findings from a national cross-sectional study. BMJ Open 11: e042871. doi: 10.1136/bmjopen-2020-042871. |
| [22] | O'Sullivan, K., Clark, S., McGrane, A., Rock, N., Burke, L., Boyle, N., et al. (2021). A qualitative study of child and adolescent mental health during the COVID-19 pandemic in Ireland. Int. J. Environ. Res. Public Health 18: 1062. doi: 10.3390/ijerph18031062. |
| [23] | Viner, R., Russell, S., Saulle, R., et al. School Closures During Social Lockdown and Mental Health, Health Behaviors, and Well-being Among Children and Adolescents During the First COVID-19 Wave: A Systematic Review. JAMA Pediatr. Published online January 18, 2022. doi: 10.1001/jamapediatrics.2021.5840. |
| [24] | Dändliker, L., Brünecke, I., Citterio, P., Lochmatter, F., Buchmann, M., & Grütter, J. (2022). Educational Concerns, Health Concerns and Mental Health During Early COVID-19 School Closures: The Role of Perceived Support by Teachers, Family, and Friends. Frontiers in psychology, 12, 733683. |
| [25] | Doyle, T., Kendrick, K., Troelstrup, T., Gumke, M., Edwards, J., Chapman, S.,... Blackmore, C. (2021). COVID-19 in primary and secondary school settings during the first semester of school reopening—florida, august–december 2020. Morbidity and Mortality Weekly Report, 70 (12), 437. http://dx.doi.org/10.15585/mmwr.mm7012e2. |
| [26] | Markow, D., Macia, L., & Lee, H. (2013). The metlife survey of the american teacher: Challenges for school leadership. New York, NY: Metropolitan Life Insurance Company. https://www.metlife.com/content/dam/microsites/about/corporate-profile/ MetLife-Teacher-Survey-2012.pdf. |
| [27] | Montgomery, C., & Rupp, A. (2005). A meta-analysis for exploring the diverse causes and effects of stress in teachers. Canadian Journal of Education/Revue Canadienne de L’éducation, 28 (3), 458–486. https://doi.org/10.2307/4126479 |
| [28] | Gutentag T and Asterhan CSC (2022) Burned-Out: Middle School Teachers After One Year of Online Remote Teaching During COVID-19. Front. Psychol. 13: 802520. doi: 10.3389/fpsyg.2022.802520. |
| [29] | Bozkurt, A., Jung, I., Xiao, J., Vladimirschi, V., Schuwer, R., Egorov, G., et al. (2020). A global outlook to the interruption of education due to COVID-19 pandemic: Navigating in a time of uncertainty and crisis. Asian J. Dist. Edu. 15, 1–126. doi: 10.5281/zenodo.3878572. |
| [30] | Winter, E.; Costello, A., O’Brien, M. & Hickey, G (2021) Teachers’ use of technology and the impact of COVID-19, Irish Educational Studies, 40: 2, 235-246, DOI: 10.1080/03323315.2021.1916559. |
| [31] | Haelermans C, Korthals R, Jacobs M, de Leeuw S, Vermeulen S, van Vugt L, et al. (2022) Sharp increase in inequality in education in times of the COVID-19-pandemic. PLoS ONE 17 (2): e0261114. https://doi.org/10.1371/journal.pone.0261114 |
| [32] | Rapanta, C., Botturi, L., Goodyear, P. et al. (2020). Online University Teaching During and After the COVID-19 Crisis: Refocusing Teacher Presence and Learning Activity. Postdigit Sci Educ 2, 923–945. https://doi.org/10.1007/s42438-020-00155-y |
| [33] | Aperribai, L., Cortabarría, L., Aguirre, T., and Verche, E. (2020). Teacher’s Physical Activity and Mental Health During Lockdown Due to the Covid-2019 Pandemic. Front. Psychol. 11: 2673. doi: 10.3389/fpsyg.2020.577886. |
| [34] | Li, Q., Miao, Y., Zeng, X., Tarimo, C. S., Wu, C., and Wu, J. (2020). Prevalence and factors for anxiety during the coronavirus disease 2019 (COVID-19) epidemic among the teachers in China. J. Affect. Dis. 277, 153–158. doi: 10.1016/j.jad.2020.08.017. |
| [35] | Sokal, L., Trudel, L. & Babb, J. (2020) Supporting teachers in times of change: the job demands—resources model and teacher burnout during the COVID-19 pandemic. Int J Cont Edu 3 (2): 67–74. https://doi.org/10.11114/ijce.v3i2.4931 |
| [36] | Allen, R., Jerrim, J., & Sims, S. (2020). How did the early stages of the COVID-19 pandemic affect teacher wellbeing? (CEPEO Working Paper No. 20-15). Centre for Education Policy and Equalising Opportunities, UCL, https://EconPapers.repec.org/RePEc:ucl:cepeow:20-15. |
| [37] | Beames, J. R., Christensen, H., & Werner-Seidler, A. (2021). School teachers: the forgotten frontline workers of COVID-19. Australasian Psychiatry, 29 (4), 420–422. https://doi.org/10.1177/10398562211006145 |
| [38] | Kush, J. M., Badillo-Goicoechea, E., Musci, R. J., & Stuart, E. A. (2021). Teacher Mental Health During the COVID-19 Pandemic: Informing Policies to Support Teacher Well-being and Effective Teaching Practices. arXiv preprint arXiv:2109.01547. |
| [39] | Alves, R., Lopes, T., & Precioso, J. (2020). Teachers’ well-being in times of COVID-19 pandemic: factors that explain professional well-being. IJERI: International Journal of Educational Research and Innovation, (15), 203–217. https://doi.org/10.46661/ijeri.5120 |
| [40] | Brunzell, T., Waters, L., & Stokes, H. (2021). Trauma-informed Teacher Wellbeing: Teacher Reflections within Trauma-informed Positive Education. Australian Journal of Teacher Education, 46 (5). http://dx.doi.org/10.14221/ajte.2021v46n5.6 |
| [41] | MacIntyre, P. D., Gregersen, T., & Mercer, S. (2020). Language teachers’ coping strategies during the COVID-19 conversion to online teaching: Correlations with stress, wellbeing and negative emotions. System, 94, 102352. https://doi.org/10.1016/j.system.2020.102352 |
| [42] | Centers for Disease Control and Prevention (CDC) (2021) Mental Health Impact of the COVID-19 Pandemic on Teachers and Parents of K-12 Students. |
| [43] | NASUWT. 2020. COVID-19 impacts on teacher mental health exposed. (online). Retrieved from https:www.nasuwt.org.uk/article-listing/covid-impacts-on-teacher-mental-health-exposed.html |
| [44] | Cheng, L. & Lam, C. Y. (2021). The worst is yet to come: the psychological impact of COVID-19 on Hong Kong music teachers, Music Education Research, 23: 2, 211-224, DOI: 10.1080/14613808.2021.1906215. |
| [45] | Chan, B. (2022, February 11) Hong Kong’s repeated school closures will have a lifelong impact on children. South China Morning Post. https://www.scmp.com/comment/opinion/article/3166468/hong-kongs-repeated-school-closures-will-have-lifelong-impact |
| [46] | HKSAR Government (2022): Dynamic Zero Press Release: retrieved from https://www.info.gov.hk/gia/general/202201/30/P2022013000492.htm |
| [47] | Braun, V. & Clarke, V. (2006) Using thematic analysis in psychology, Qualitative Research in Psychology, (3: 2). 77-101. DOI: 10.1191/1478088706qp063oa. |
| [48] | Jootun, D., McGhee, G., & Marland, G. R. (2009). Reflexivity: promoting rigour in qualitative research. Nursing standard (Royal College of Nursing (Great Britain), 23 (23), 42–46. https://doi.org/10.7748/ns2009.02.23.23.42.c68 |
| [49] | Cheung, E. (2022). SCMP ‘Ferocious tide’ of educators leaving Hong Kong, association of secondary school hears warns. 30th May 2022. Retrieved from https://www.scmp.com/news/hong-kong/education/article/3179771/association-hong-kong-secondary-school-heads-warns |
| [50] | Li, C. & Lalani, F. (2020) The COVID-19 pandemic has changed education forever. This is how. World Economic Forum. 29th April 2020. Retrieved from https://www.weforum.org/agenda/2020/04/coronavirus-education-global-covid19-online-digital-learning/ |
| [51] | Bond, M., Buntins, K., Bedenlier, S., Zawacki-Richter, O. & Kerres, M. (2020) Mapping research in student engagement and educational technology in higher education: A systematic evidence map. International Journal of Educational Technology in Higher Education 17 (1). 1-30. https://doi.org/10.1186/s41239-019-0176-8 |
| [52] | Gillett-Swan, J. (2017). The challenges of online learning: Supporting and engaging the isolated learner. Journal of Learning Design. 10 (1), 20-30. https://doi.org/10.5204/jld.v9i3.293 |
| [53] | Smith, B. J., and Lim, M. H. (2020). How the COVID-19 pandemic is focusing attention on loneliness and social isolation. Public Health Res. Pract. 30: 3022008. doi: 10.17061/phrp3022008. |
| [54] | World Health Organisation (WHO), (2020). Considerations for quarantine of contacts of COVID-19 cases.https://www.who.int/publications/i/item/considerations-forquarantine-of-individuals-in-the-context-of-containment-forcoronavirus-disease-(COVID-19) |
| [55] | Thompson, A. K, Faith, K., Gibson, J. L & Upshur R. (2006) Pandemic influenza preparedness: an ethical framework to guide decision-making. BMC Med Ethics (7) 12. https://doi.org/10.1186/1472-6939-7-12 |
| [56] | Bishop, J. L., & Verleger, M. A. (2013). The flipped classroom: A survey of the research. Atlanta, GA: Paper presented at the ASEE national conference proceedings. |
| [57] | Baker, C., Peele, H. Daniels, M., Saybe, M. Whalen, K., Overstreet, S. & Trauma-Informed Schools Learning Collaborative The New Orleans (2021) The Experience of COVID-19 and Its Impact on Teachers’ Mental Health, Coping, and Teaching, School Psychology Review, 50: 4, 491 504, DOI: 10.1080/2372966X.2020.1855473. |
| [58] | Bandura, A. (1989). Human agency in social cognitive theory. American Psychologist, 44 (9), 1175–1184. https://doi.org/10.1037/0003-066X.44.9.1175 |
| [59] | Collie, R. J. (2021). COVID-19 and Teachers’ Somatic Burden, Stress, and Emotional Exhaustion: Examining the Role of Principal Leadership and Workplace Buoyancy. AERA Open. https://doi.org/10.1177/2332858420986187 |
| [60] | Zhao, Y., Watterston, J. (2021) The changes we need: Education post COVID-19. J Educ Change 22, 3–12. https://doi.org/10.1007/s10833-021-09417-3 |
| [61] | Blaine, J. (2021) Exploring the Psychosocial Consequences of Mandatory Quarantine During the COVID-19 Pandemic in Hong Kong, Psychology and Behavioral Sciences. 10 (2), 96-103 doi: 10.11648/j.pbs.20211002.13. |
APA Style
Judith Blaine. (2022). Teachers’ Mental Wellbeing During Ongoing School Closures in Hong Kong. Education Journal, 11(4), 137-150. https://doi.org/10.11648/j.edu.20221104.11
ACS Style
Judith Blaine. Teachers’ Mental Wellbeing During Ongoing School Closures in Hong Kong. Educ. J. 2022, 11(4), 137-150. doi: 10.11648/j.edu.20221104.11
Share This Article
Twitter
Linked In
Facebook
Copy
Download@article{10.11648/j.edu.20221104.11,
author = {Judith Blaine},
title = {Teachers’ Mental Wellbeing During Ongoing School Closures in Hong Kong},
journal = {Education Journal},
volume = {11},
number = {4},
pages = {137-150},
doi = {10.11648/j.edu.20221104.11},
url = {https://doi.org/10.11648/j.edu.20221104.11},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20221104.11},
abstract = {Background: There have been numerous studies conducted that have found a negative effect of school closures on student achievement and on student’s physical and mental wellbeing. However, there are fewer studies exploring the effect that the school closures have had on teachers during the COVID-19 pandemic, particularly in Hong Kong (HK). Teachers’ mental wellbeing affects their performance as education professionals; therefore, as a society, it is imperative that we support our teachers’ mental wellbeing in order to continue to provide an outstanding education for future generations. Objective: This study aims to assess the effect that the school closures have had on teachers’ mental health and to ascertain whether teachers have access to mental health resources and if so, which of these were the most effective. Method: An exploratory qualitative research design was employed. Qualitative data from semi-structured interviews and surveys were analysed using thematic analysis. Findings: Employing the acronym PEDAGOGICAL, the findings suggest that the school closures had a detrimental effect on teachers’ mental wellbeing, thwarting basic and universal psychological needs of autonomy, competence and relatedness. There were some positive aspects, including the flexibility of working from home, less time commuting and more time with family. On the whole however, the ongoing school closures and more specifically, the uncertainty around the COVID-19 government policies, negatively affected teachers’ overall mental health. Implications: This study has implications for education policy and practice, in HK and internationally, notably the importance of safeguarding teachers’ mental wellbeing to ensure continued high-quality teaching, the wellbeing of our youth and ultimately the health of our society.},
year = {2022}
}
TY - JOUR T1 - Teachers’ Mental Wellbeing During Ongoing School Closures in Hong Kong AU - Judith Blaine Y1 - 2022/07/18 PY - 2022 N1 - https://doi.org/10.11648/j.edu.20221104.11 DO - 10.11648/j.edu.20221104.11 T2 - Education Journal JF - Education Journal JO - Education Journal SP - 137 EP - 150 PB - Science Publishing Group SN - 2327-2619 UR - https://doi.org/10.11648/j.edu.20221104.11 AB - Background: There have been numerous studies conducted that have found a negative effect of school closures on student achievement and on student’s physical and mental wellbeing. However, there are fewer studies exploring the effect that the school closures have had on teachers during the COVID-19 pandemic, particularly in Hong Kong (HK). Teachers’ mental wellbeing affects their performance as education professionals; therefore, as a society, it is imperative that we support our teachers’ mental wellbeing in order to continue to provide an outstanding education for future generations. Objective: This study aims to assess the effect that the school closures have had on teachers’ mental health and to ascertain whether teachers have access to mental health resources and if so, which of these were the most effective. Method: An exploratory qualitative research design was employed. Qualitative data from semi-structured interviews and surveys were analysed using thematic analysis. Findings: Employing the acronym PEDAGOGICAL, the findings suggest that the school closures had a detrimental effect on teachers’ mental wellbeing, thwarting basic and universal psychological needs of autonomy, competence and relatedness. There were some positive aspects, including the flexibility of working from home, less time commuting and more time with family. On the whole however, the ongoing school closures and more specifically, the uncertainty around the COVID-19 government policies, negatively affected teachers’ overall mental health. Implications: This study has implications for education policy and practice, in HK and internationally, notably the importance of safeguarding teachers’ mental wellbeing to ensure continued high-quality teaching, the wellbeing of our youth and ultimately the health of our society. VL - 11 IS - 4 ER -
Information
Email: