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How did the early stages of the COVID-19 pandemic affect teacher wellbeing?

Author

Listed:
  • Rebecca Allen

    (Teacher Tapp)

  • John Jerrim

    (Social Research Institute, UCL Institute of Education, University College London)

  • Sam Sims

    (Centre for Education Policy and Equaliising Opportunities, UCL Institute of Education, University College London)

Abstract

The COVID-19 pandemic has radically disrupted schooling, placing additional demands on teachers. This paper uses unique longitudinal survey data to track changes in teacher wellbeing as the virus hit the UK. It documents sharp spikes in teachers' anxiety as schools were locked down and as announcements around reopening were made. Teachers in fee-paying schools displayed higher levels of anxiety during the summer term when schools were closed, most likely because they delivered more `live' online lessons than state school teachers. Head teachers experienced particularly large increases in anxiety and reported that they were more likely to leave the profession as a result of the experience.

Suggested Citation

  • Rebecca Allen & John Jerrim & Sam Sims, 2020. "How did the early stages of the COVID-19 pandemic affect teacher wellbeing?," CEPEO Working Paper Series 20-15, UCL Centre for Education Policy and Equalising Opportunities, revised Sep 2020.
    • Handle: RePEc:ucl:cepeow:20-15
    as

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    File URL: https://repec-cepeo.ucl.ac.uk/cepeow/cepeowp20-15.pdf
    File Function: First version, 2020
    Download Restriction: no
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    Citations

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    Cited by:

    1. Anita Padmanabhanunni & Tyrone Brian Pretorius, 2022. "Job Satisfaction Goes a Long Way: The Mediating Role of Teaching Satisfaction in the Relationship between Role Stress and Indices of Psychological Well-Being in the Time of COVID-19," IJERPH, MDPI, vol. 19(24), pages 1-11, December.
    2. Nathalie Billaudeau & Stephanie Alexander & Louise Magnard & Sofia Temam & Marie-Noël Vercambre, 2022. "What Levers to Promote Teachers’ Wellbeing during the COVID-19 Pandemic and Beyond: Lessons Learned from a 2021 Online Study in Six Countries," IJERPH, MDPI, vol. 19(15), pages 1-17, July.
    3. Adrián Zancajo & Antoni Verger & Pedro Bolea, 2022. "Digitalization and beyond: the effects of Covid-19 on post-pandemic educational policy and delivery in Europe [How did the early stages of the COVID-19 pandemic affect teacher wellbeing?]," Policy and Society, Darryl S. Jarvis and M. Ramesh, vol. 41(1), pages 111-128.
    4. Sam S. S. Lau & Eric N. Y. Shum & Jackie O. T. Man & Ethan T. H. Cheung & Padmore Adusei Amoah & Angela Y. M. Leung & Orkan Okan & Kevin Dadaczynski, 2022. "Teachers’ Well-Being and Associated Factors during the COVID-19 Pandemic: A Cross-Sectional Study in Hong Kong, China," IJERPH, MDPI, vol. 19(22), pages 1-17, November.
    5. Tzofnat Zadok-Gurman & Ronit Jakobovich & Eti Dvash & Keren Zafrani & Benjamin Rolnik & Ariel B. Ganz & Shahar Lev-Ari, 2021. "Effect of Inquiry-Based Stress Reduction (IBSR) Intervention on Well-Being, Resilience and Burnout of Teachers during the COVID-19 Pandemic," IJERPH, MDPI, vol. 18(7), pages 1-14, April.
    6. Kyong-Ah Kwon & Timothy G. Ford & Jessica Tsotsoros & Ken Randall & Adrien Malek-Lasater & Sun Geun Kim, 2022. "Challenges in Working Conditions and Well-Being of Early Childhood Teachers by Teaching Modality during the COVID-19 Pandemic," IJERPH, MDPI, vol. 19(8), pages 1-21, April.
    7. Triana Aguirre & Leire Aperribai & Lorea Cortabarría & Emilio Verche & África Borges, 2022. "Challenges for Teachers’ and Students’ Digital Abilities: A Mixed Methods Design Study," Sustainability, MDPI, vol. 14(8), pages 1-9, April.
    8. John Elvis Hagan & Frank Quansah & Francis Ankomah & Edmond Kwesi Agormedah & Medina Srem-Sai & James Boadu Frimpong & Thomas Schack, 2022. "Linking COVID-19-Related Awareness and Anxiety as Determinants of Coping Strategies’ Utilization among Senior High School Teachers in Cape Coast Metropolis, Ghana," Social Sciences, MDPI, vol. 11(3), pages 1-15, March.
    9. Hafsah Saeed & Ardalan Eslami & Najah T. Nassif & Ann M. Simpson & Sara Lal, 2022. "Anxiety Linked to COVID-19: A Systematic Review Comparing Anxiety Rates in Different Populations," IJERPH, MDPI, vol. 19(4), pages 1-26, February.
    10. Mor Keleynikov & Joy Benatov & Rony Berger, 2022. "Preschool Teachers’ Psychological Distress and Work Engagement during COVID-19 Outbreak: The Protective Role of Mindfulness and Emotion Regulation," IJERPH, MDPI, vol. 19(5), pages 1-15, February.
    11. Jerome Flores & Alejandra Caqueo-Urízar & Michael Escobar & Matías Irarrázaval, 2022. "Well-Being and Mental Health in Teachers: The Life Impact of COVID-19," IJERPH, MDPI, vol. 19(22), pages 1-12, November.

    More about this item

    Keywords

    teachers; wellbeing; mental health; COVID-19;
    All these keywords.

    JEL classification:

    • I20 - Health, Education, and Welfare - - Education - - - General

    NEP fields

    This paper has been announced in the following NEP Reports:

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