Document Type
Poster Session
Department
Social Work
Faculty Mentor
Rachel Casey, PhD, MSW
Keywords
education, teachers, health, mental health, COVID-19, Maine
Abstract
The phenomenon of the COVID-19 pandemic has dramatically changed the format of public education, putting stress on the educational system and its teachers. This research study aims to understand the impact of COVID-19 on the role of teachers in Maine, specifically focusing on the added responsibility that parents may experience while simultaneously meeting professional obligations. Researchers posed the question: “What is the relationship between caregiving responsibilities and emotional wellbeing of teachers during the COVID-19 pandemic among public school teachers in Maine?” Participants from K-12 public schools around the state were recruited through direct contact or via building administrators who distributed the survey. To date, over 100 participants representing elementary, middle, and high school teachers have completed the survey, representing approximately half with dependent children and half without. Researchers anticipate the data to reveal a discrepancy between caregivers and non-caregiver stressors, specifically as they relate to work-life balance and emotional wellbeing during COVID-19. Through use of this study, researchers aim to develop a better understanding of how to support educators and school administrators with meeting the needs of their jobs and their family obligations. Additionally, researchers anticipate developing a better overall understanding of how the global pandemic has had an effect on the emotional wellbeing of classroom teachers.
Open Access?
1
Educator Wellbeing During COVID-19: Caregivers vs. Non-Caregivers
The phenomenon of the COVID-19 pandemic has dramatically changed the format of public education, putting stress on the educational system and its teachers. This research study aims to understand the impact of COVID-19 on the role of teachers in Maine, specifically focusing on the added responsibility that parents may experience while simultaneously meeting professional obligations. Researchers posed the question: “What is the relationship between caregiving responsibilities and emotional wellbeing of teachers during the COVID-19 pandemic among public school teachers in Maine?” Participants from K-12 public schools around the state were recruited through direct contact or via building administrators who distributed the survey. To date, over 100 participants representing elementary, middle, and high school teachers have completed the survey, representing approximately half with dependent children and half without. Researchers anticipate the data to reveal a discrepancy between caregivers and non-caregiver stressors, specifically as they relate to work-life balance and emotional wellbeing during COVID-19. Through use of this study, researchers aim to develop a better understanding of how to support educators and school administrators with meeting the needs of their jobs and their family obligations. Additionally, researchers anticipate developing a better overall understanding of how the global pandemic has had an effect on the emotional wellbeing of classroom teachers.
