Raman, Jale;
(2024)
A Qualitative Exploration of the impact of the COVID-19 Pandemic on teacher
Perceptions of their Stress and Job Role: Giving a voice to teachers.
Doctoral thesis (D.Ed.Psy), UCL (University College London).
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Abstract
Teacher stress has been a long standing and growing concern over the past few decades in many countries owing to multiple challenges within the educational landscape and the teacher’s role. The Covid-19 pandemic has brought about unprecedented challenges within the Education sector. Specifically, teachers faced new challenges in a pre-existing stressful occupation. This study sheds light on a timely and critical research area: What is the impact of the Covid-19 pandemic on teachers’ perception of stress, and what do they identify as needed to support them in their role in the aftermath of the pandemic? The current study has adopted a qualitative research approach, utilising semi-structured interviews to interview seven secondary school teachers. All interviews took place during the pandemic in 2021. Teachers shared their lived experiences, providing insight into the challenges they faced in their job role and the support they would like in the aftermath of the pandemic. The four emergent themes from the current study are as follows: 1) The need for Compassion, 2) Connections, Communication and Consistency; 3) Evolving Professional Competencies: Bridging the gap between teacher skills and student needs; 4) fostering a supportive ecosystem in education. Finally, the themes are discussed in relation to Kyriacou’s and Sutcliffe’s (1978a) stress model and the Bioecological systems model. The study underlines the pivotal role of Educational Psychologists in identifying and fostering support systems around the teacher and their job role to reduce their perceived stress.
| Type: | Thesis (Doctoral) |
|---|---|
| Qualification: | D.Ed.Psy |
| Title: | A Qualitative Exploration of the impact of the COVID-19 Pandemic on teacher Perceptions of their Stress and Job Role: Giving a voice to teachers |
| Open access status: | An open access version is available from UCL Discovery |
| Language: | English |
| Additional information: | Copyright © The Author 2023. Original content in this thesis is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) Licence (https://creativecommons.org/licenses/by-nc/4.0/). Any third-party copyright material present remains the property of its respective owner(s) and is licensed under its existing terms. Access may initially be restricted at the author’s request. |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Psychology and Human Development |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10189495 |
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