Teacher Concern During COVID-19: Associations With Classroom Climate

IF 3 3区心理学 Q1 Social Sciences School Psychology Review Pub Date : 2022-06-06 DOI:10.1080/2372966x.2022.2064727

Anne Drescher, Alberto Valido, Ashley B. Woolweaver, Dorothy L. Espelage

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Abstract

In the fall of 2020, many students and educators returned to school in person, despite the threat of the COVID-19 virus. Though safety measures such as masks and social distancing were put in place, educators remained concerned for their students’ health, well-being, and academic attainment. The current study examined teacher concern for students’ well-being amidst the COVID-19 pandemic in relation to classroom climate. Data were collected from third- to fifth-grade students (N = 1,022) and teachers (N = 52) across 11 elementary schools in the Great Plains region. Students and teachers attended school in person during data collection in the fall of 2020, despite rising COVID-19 numbers in the area. Structural equation modeling was used to determine whether student emotional problems and well-being had indirect effects on the association between teacher concerns and classroom climate. Findings suggest significant indirect effects of teacher concerns and classroom climate through student emotional problems and well-being. The results are important in the context of COVID-19, because teacher concern for students may indicate the overall health of the classroom environment.

Impact Statement

The current study can assist school psychology practitioners in understanding the need to support teacher and student well-being in the context of the COVID-19 pandemic.

The findings emphasize the need for school policymakers and administrators to elevate teacher voices throughout the COVID-19 pandemic. Considering teacher concern for student well-being may assist in improving classroom climate and supporting students as the pandemic continues.

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COVID-19期间教师的关注:与课堂气氛的关系

在2020年秋季，尽管受到COVID-19病毒的威胁，许多学生和教育工作者还是亲自返回学校。虽然采取了口罩和保持社交距离等安全措施，但教育工作者仍然担心学生的健康、福祉和学业成绩。目前的研究调查了教师在COVID-19大流行期间对学生福祉的关注与课堂气氛的关系。数据来自大平原地区11所小学的三至五年级学生(N = 1,022)和教师(N = 52)。尽管该地区的COVID-19病例不断增加，但在2020年秋季的数据收集期间，学生和教师亲自上学。采用结构方程模型来确定学生情绪问题和幸福感是否对教师关注与课堂气氛之间的关联有间接影响。研究结果表明，教师关注和课堂气氛通过学生的情绪问题和幸福感产生了显著的间接影响。在2019冠状病毒病的背景下，这些结果很重要，因为教师对学生的关注可能表明课堂环境的整体健康状况。影响声明当前的研究可以帮助学校心理学从业者了解在COVID-19大流行背景下支持教师和学生福祉的必要性。调查结果强调，在2019冠状病毒病大流行期间，学校政策制定者和管理人员需要提高教师的声音。考虑到教师对学生福祉的关注可能有助于改善课堂气氛，并在疫情持续期间为学生提供支持。

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来源期刊

School Psychology Review Social Sciences-Education

CiteScore

6.90

自引率

20.00%

发文量

期刊介绍： School Psychology Review (SPR) is a refereed journal published quarterly by NASP. Its primary purpose is to provide a means for communicating scholarly advances in research, training, and practice related to psychology and education, and specifically to school psychology. Of particular interest are articles presenting original, data-based research that can contribute to the development of innovative intervention and prevention strategies and the evaluation of these approaches. SPR presents important conceptual developments and empirical findings from a wide range of disciplines (e.g., educational, child clinical, pediatric, community.