Stress, Coping, and Well-being in Teachers and School Administrators

Authors

  • Vera Woloshyn Brock University
  • Michael Savage Brock University
  • Kimberly Maich Memorial University
  • Sharon Penney Memorial University

DOI:

https://doi.org/10.55016/ojs/ajer.v69i4.75886

Abstract

This study explored educators’ self-reported state of well-being, perceived stressors, and use of coping strategies. Data collection consisted of an online survey and semi-structured focus groups. In total, 115 educators completed the online survey and 18 educators participated in the focus groups. Educators reported overall experiences of poor well-being, low resilience, high levels of compassion fatigue, and high levels of emotional exhaustion. Participants identified ongoing stressors related to supporting student learning and well-being, overseeing classroom environments, navigating limited community-based resources and supports, and managing increasing administrative demands and functions. Implications of the findings for practice are discussed.

Keywords: Stress; Coping; Well-being; Educators; Mental Health

Cette étude a exploré l'état de bienêtre déclaré par les éducateurs, les facteurs de stress perçus et l'utilisation de stratégies d'adaptation. La collecte des données a consisté en une enquête en ligne et des groupes de discussion semi-structurés. Au total, 115 éducateurs ont répondu à l'enquête en ligne et 18 éducateurs ont participé aux groupes de discussion. Les éducateurs ont fait état d'expériences globales de malêtre, de faible résilience, de niveaux élevés d'usure de la compassion et de niveaux élevés d'épuisement émotionnel. Les participants ont identifié des facteurs de stress permanents liés au soutien de l'apprentissage et du bienêtre des élèves, à la supervision des environnements de classe, à la navigation dans les ressources et soutiens communautaires limités, et à la gestion des demandes et fonctions administratives croissantes. On discute des implications des résultats pour la pratique.

Mots clés : stress ; adaptation ; bienêtre ; éducateurs ; santé mentale

Author Biographies

Vera Woloshyn, Brock University

Dr. Vera Woloshyn is a Professor and Registered Psychotherapist with advanced degrees in education, counselling, and psychology. Vera holds a strengths-based, holistic approach to learning, mental health, and wellness that recognizes the interconnectedness of individuals’ cognitive, emotional, social, cultural, familial, physical, and spiritual experiences. Her current research and teaching interests include exploring individuals’ learning, mental health, and wellness experiences while developing and implementing effective programming to support learners' academic success and wellbeing. Related interests include exploring the experiences of those who work in the helping professions, serve in leadership positions, and use popular culture as learning tools. 

Michael Savage, Brock University

Dr. Michael Savage is an Associate Professor and Registered Psychologist. His research interests include examining stress and burnout in a variety of traditional and non-traditional educational settings and developing effective interventions to allow educators and others in the helping professions to cope with stress more effectively.

Kimberly Maich, Memorial University

Dr. Kimberly Maich is a Professor in the Faculty of Education at Memorial University. Most of her research, teaching, and writing centres on disability in inclusive classroom settings with a focus on autism.

Sharon Penney, Memorial University

Dr. Sharon Penney is an Associate Professor in the Faculty of Education at Memorial University. She is a licensed teacher and a registered psychologist in the province of Newfoundland and Labrador. Her research interests include mental health, autism spectrum disorders, teacher education, and inclusion.

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Published

2023-12-12

How to Cite

Woloshyn, V., Savage, M., Maich, K., & Penney, S. (2023). Stress, Coping, and Well-being in Teachers and School Administrators. Alberta Journal of Educational Research, 69(4), 492–513. https://doi.org/10.55016/ojs/ajer.v69i4.75886

Issue

Vol. 69 No. 4 (2023): Winter

Section

ARTICLES

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