The impact of job demand, control and support on New York State elementary teachers’ stress levels during the COVID-19 pandemic

References

• Ansari, A., and R. C. Pianta. 2018. “The Role of Elementary School Quality in the Persistence of Preschool Effects.” Children and Youth Services Review 86:120–127. https://doi.org/10.1016/j.childyouth.2018.01.025.
   Web of Science ®Google Scholar
• Austin, V., S. Shah, and S. Muncer. 2005. “Teacher Stress and Coping Strategies Used to Reduce Stress.” Occupational Therapy International 12 (2): 63–80. https://doi.org/10.1002/oti.16.
   PubMedGoogle Scholar
• Baker, C. N., H. Peele, M. Daniels, M. Saybe, K. Whalen, S. Overstreet, and The New Orleans Trauma-Informed Schools Learning Collaborative. 2021. “The Experience of COVID-19 and Its Impact on Teachers’ Mental Health, Coping, and Teaching.” School Psychology Review 50 (4): 491–504. https://doi.org/10.1080/2372966X.2020.1855473.
   Web of Science ®Google Scholar
• Bayrakdar, S., and A. Guveli. 2020. Inequalities in Home Learning and Schools’ Provision of Distance Teaching During School Closure of COVID-19 Lockdown in the UK (No. 2020-09). ISER Working Paper Series.
   Google Scholar
• Blase, J. J. 1986. “A Qualitative Analysis of Sources of Teacher Stress: Consequences for Performance.” American Educational Research Journal 23 (1): 13–40. https://doi.org/10.3102/00028312023001013.
   Web of Science ®Google Scholar
• Bothma, C. F., and G. Roodt. 2013. “The Validation of the Turnover Intention Scale.” SA Journal of Human Resource Management 11 (1): 1–12. https://doi.org/10.4102/sajhrm.v11i1.507.
   Google Scholar
• Carver-Thomas, D., and L. Darling-Hammond. 2017. Teacher Turnover: Why It Matters and What We Can do About it. Palo Alto, CA: Learning Policy Institute.
   Google Scholar
• Chan, M. K., J. D. Sharkey, S. I. Lawrie, D. A. Arch, and K. Nylund-Gibson. 2021. “Elementary School Teacher Well-Being and Supportive Measures Amid COVID-19: An Exploratory Study.” School Psychology 36 (6): 533. https://doi.org/10.1037/spq0000441.
   Web of Science ®Google Scholar
• Charmaz, K. 2006. Constructing Grounded Theory: A Practical Guide Through Qualitative Analysis. Thousand Oaks, CA: Sage.
   Google Scholar
• Collie, R. J., and A. J. Martin. 2020. Teacher wellbeing during COVID-19. ACER Teacher Magazine, April 7. Retrieved March 15, 2023. https://www.teachermagazine.com/au_en/articles/teacher-wellbeing-during-covid-19.
   Google Scholar
• Darling-Hammond, L. 2022. “Reimagining American Education: Possible Futures: The Policy Changes We Need to Get There.” Phi Delta Kappan 103 (8): 54–57. https://doi.org/10.1177/00317217221100012.
   Web of Science ®Google Scholar
• DeMatthews, D. E., D. S. Knight, and J. Shin. 2022. “The Principal-Teacher Churn: Understanding the Relationship Between Leadership Turnover and Teacher Attrition.” Educational Administration Quarterly 58 (1): 76–109. https://doi.org/10.1177/0013161X211051974.
   Web of Science ®Google Scholar
• Diliberti, M. K., H. L. Schwartz, L. S. Hamilton, and J. H. Kaufman. 2020. Prepared for a Pandemic? How Schools’ Preparedness Related to Their Remote Instruction During COVID-19. RAND Corporation. https://www.rand.org/pubs/research_reports/RRA1683.html.
   Google Scholar
• Dunham, J., and V. P. Varma. 1998. Stress in Teachers: Past, Present and Future. Hoboken, NJ: Wiley.
   Google Scholar
• Ferrem, M. 2021. Social and Emotional Supports for Educators During and After the Pandemic. Washington, DC: Center for American Progress.
   Google Scholar
• Fox, A. M., J. S. Lee, L. C. Sorensen, and E. G. Martin. 2021. “Sociodemographic Characteristics and Inequities Associated with Access to in-Person and Remote Elementary Schooling During the COVID-19 Pandemic in New York State.” JAMA Network Open 4 (7): e2117267–e2117267. https://doi.org/10.1001/jamanetworkopen.2021.17267.
   PubMed Web of Science ®Google Scholar
• Freisthler, B., P. J. Gruenewald, E. Tebben, K. S. McCarthy, and J. P. Wolf. 2021. “Understanding at-the-Moment Stress for Parents During COVID-19 Stay-at-Home Restrictions.” Social Science & Medicine 279:114025. https://doi.org/10.1016/j.socscimed.2021.114025.
   PubMed Web of Science ®Google Scholar
• Fullan, M., S. Rincón-Gallardo, and A. Hargreaves. 2015. “Professional Capital as Accountability.” Education Policy Analysis Archives 23:15–15. https://doi.org/10.14507/epaa.v23.1998.
   Google Scholar
• Garbe, A., U. Ogurlu, N. Logan, and P. Cook. 2020. “COVID-19 and Remote Learning: Experiences of Parents with Children During the Pandemic.” American Journal of Qualitative Research 4 (3): 45–65.
   Google Scholar
• Haelermans, C., M. Jacobs, L. van Vugt, B. Aarts, H. Abbink, C. Smeets, R. van der Velden, and S. van Wetten. 2021. A Full Year COVID-19 Crisis with Interrupted Learning and Two School Closures: The Effects on Learning Growth and Inequality in Primary Education (No. 009). Maastricht University, Research Centre for Education and the Labour Market (ROA).
   Google Scholar
• Hamilton, L., and C. Doss. 2020. Supports for Social and Emotional Learning in American Schools and Classrooms: Findings from the American Teacher Panel. RAND Corporation. https://www.rand.org/pubs/research_reports/RRA397-1.html.
   Google Scholar
• Hamilton, L. S., and K. Ercikan. 2022. “COVID-19 and US Schools: Using Data to Understand and Mitigate Inequities in Instruction and Learning.” In Primary and Secondary Education During Covid-19: Disruptions to Educational Opportunity During a Pandemic, edited by F. Reimers, 327–351. Cham, Switzerland: Springer.
   Google Scholar
• Häusser, J. A., A. Mojzisch, M. Niesel, and S. Schulz-Hardt. 2010. “Ten Years on: A Review of Recent Research on the Job Demand–Control (-Support) Model and Psychological Well-Being.” Work & Stress 24 (1): 1–35. https://doi.org/10.1080/02678371003683747.
   Web of Science ®Google Scholar
• Herman, K. C., J. Sebastian, W. M. Reinke, and F. L. Huang. 2021. “Individual and School Predictors of Teacher Stress, Coping, and Wellness During the COVID-19 Pandemic.” School Psychology 36 (6): 483. https://doi.org/10.1037/spq0000456.
   Web of Science ®Google Scholar
• Hidalgo-Andrade, P., C. Hermosa-Bosano, and C. Paz. 2021. “Teachers’ Mental Health and Self-Reported Coping Strategies During the COVID-19 Pandemic in Ecuador: A Mixed-Methods Study.” Psychology Research and Behavior Management 14:933–944. https://doi.org/10.2147/PRBM.S314844.
   PubMed Web of Science ®Google Scholar
• Hirshberg, M. J., R. J. Davidson, and S. B. Goldberg. 2023. “Educators Are not Alright: Mental Health During COVID-19.” Educational Researcher 52 (1): 48–52. https://doi.org/10.3102/0013189X221142595.
   PubMed Web of Science ®Google Scholar
• Howard, S., and B. Johnson. 2004. “Resilient Teachers: Resisting Stress and Burnout.” Social Psychology of Education 7 (4): 399–420. https://doi.org/10.1007/s11218-004-0975-0.
   Google Scholar
• Ingersoll, R. M. 2001. “Teacher Turnover and Teacher Shortages: An Organizational Analysis.” American Educational Research Journal 38 (3): 499–534. https://doi.org/10.3102/00028312038003499.
   Web of Science ®Google Scholar
• Jakubowski, T. D., and M. M. Sitko-Dominik. 2021. “Teachers’ Mental Health During the First two Waves of the COVID-19 Pandemic in Poland.” PLoS One 16 (9): e0257252. https://doi.org/10.1371/journal.pone.0257252.
   PubMed Web of Science ®Google Scholar
• Johnson, J. V., and E. M. Hall. 1988. “Job Strain, Workplace Social Support, and Cardiovascular Disease: A Cross-Sectional Study of a Random Sample of the Swedish Working Population.” American Journal of Public Health 78 (10): 1336–1342. https://doi.org/10.2105/AJPH.78.10.1336.
   PubMed Web of Science ®Google Scholar
• Karasek, R. 1979. “Job Demands, Job Decision Latitude, and Mental Strain: Implications for Job Redesign.” Administrative Science Quarterly 24 (2): 285–308. https://doi.org/10.2307/2392498.
   Web of Science ®Google Scholar
• Karasek, R., and T. Theorell. 1990. Healthy Work: Stress, Productivity, and the Reconstruction of Working Life. New York: Basic Books.
   Google Scholar
• Kelchtermans, G. 2006. “Teacher Collaboration and Collegiality as Workplace Conditions: A Review.” Zeitschrift für Pädagogik 52 (2): 220–237.
   Web of Science ®Google Scholar
• Kim, L. E., and K. Asbury. 2020. “‘Like a Rug Had Been Pulled from Under You’: The Impact of COVID-19 on Teachers in England During the First Six Weeks of the UK Lockdown.” British Journal of Educational Psychology 90 (4): 1062–1083. https://doi.org/10.1111/bjep.12381.
   PubMed Web of Science ®Google Scholar
• Kim, L. E., L. Oxley, and K. Asbury. 2022. ““My Brain Feels Like a Browser with 100 Tabs Open”: A Longitudinal Study of Teachers’ Mental Health and Well-Being During the COVID-19 Pandemic.” British Journal of Educational Psychology 92 (1): 299–318. https://doi.org/10.1111/bjep.12450.
   PubMed Web of Science ®Google Scholar
• Klapproth, F., L. Federkeil, F. Heinschke, and T. Jungmann. 2020. “Teachers’ Experiences of Stress and Their Coping Strategies During COVID-19 Induced Distance Teaching.” Journal of Pedagogical Research 4 (4): 444–452. https://doi.org/10.33902/JPR.2020062805.
   Google Scholar
• Kuhfeld, M., J. Soland, B. Tarasawa, A. Johnson, E. Ruzek, and J. Liu. 2020. “Projecting the Potential Impact of COVID-19 School Closures on Academic Achievement.” Educational Researcher 49 (8): 549–565. https://doi.org/10.3102/0013189X20965918.
   Web of Science ®Google Scholar
• Kush, J. M., E. Badillo-Goicoechea, R. J. Musci, and E. A. Stuart. 2022. “Teachers’ Mental Health During the COVID-19 Pandemic.” Educational Researcher 51 (9): 593–597. https://doi.org/10.3102/0013189X221134281.
   PubMed Web of Science ®Google Scholar
• Kyriacou, C. 2001. “Teacher Stress: Directions for Future Research.” Educational Review 53 (1): 27–35. https://doi.org/10.1080/00131910120033628.
   Web of Science ®Google Scholar
• Kyriacou, C., and J. Sutcliffe. 1977. “Teacher Stress: A Review.” Educational Review 29 (4): 299–306. https://doi.org/10.1080/0013191770290407.
   Web of Science ®Google Scholar
• Lambert, R. G., C. J. McCarthy, M. O’Donnell, and L. Melendres. 2007. “Teacher Stress and Classroom Structural Characteristics in Elementary Settings.” In Emerging Thought and Research on Student, Teacher, and Administrator Stress and Coping Vol. 4, edited by G. Gates, M. Wolverton, and W. Gmelch, 109–131. Charlotte, NC: Information. Greenwich, CT: Information Age.
   Google Scholar
• Lawson, H. A., F. T. Durand, K. C. Wilcox, K. M. Gregory, K. S. Schiller, and S. J. Zuckerman. 2017. “The Role of District and School Leaders’ Trust and Communications in the Simultaneous Implementation of Innovative Policies.” Journal of School Leadership 27 (1): 31–67. https://doi.org/10.1177/105268461702700102.
   Google Scholar
• Leeb, R. T., S. Price, S. Sliwa, A. Kimball, L. Szucs, E. Caruso, S. Godfred-Cato, and M. Lozier. 2020. “COVID-19 Trends among School-Aged Children—United States, March 1–September 19, 2020.” Morbidity and Mortality Weekly Report 69 (39): 1410. https://doi.org/10.15585/mmwr.mm6939e2.
   PubMed Web of Science ®Google Scholar
• Leo, A., K. C. Wilcox, M. I. Khan, and J. Tobin. 2023. “Family Engagement during the Pandemic: Challenges, Inequities, and Opportunities for Adaptation.” Child & Youth Services 1–28.
   Web of Science ®Google Scholar
• Levickis, P., L. Murray, L. Lee-Pang, P. Eadie, J. Page, W. Y. Lee, and G. Hill. 2022. “Parents’ Perspectives of Family Engagement with Early Childhood Education and Care During the COVID-19 Pandemic.” Early Childhood Education Journal 51: 1279–1289.
   Web of Science ®Google Scholar
• Levinson, M., M. Cevik, and M. Lipsitch. 2020. “Reopening Primary Schools During the Pandemic.” New England Journal of Medicine 383 (10): 981–985. https://doi.org/10.1056/NEJMms2024920.
   PubMed Web of Science ®Google Scholar
• Liu, J. J., Y. Bao, X. Huang, J. Shi, and L. Lu. 2020. “Mental Health Considerations for Children Quarantined Because of COVID-19.” The Lancet Child & Adolescent Health 4 (5): 347–349. https://doi.org/10.1016/S2352-4642(20)30096-1.
   PubMedGoogle Scholar
• Love, S. M., and D. T. Marshall. 2022. “Teacher Experiences During COVID-19.” In COVID-19 and the Classroom: How Schools Navigated the Great Disruption, edited by D. T. Marshall, 21–65. Blue Ridge, PA: Lexington Books.
   Google Scholar
• Lowenhaupt, R., and M. Hopkins. 2020. “Considerations for School Leaders Serving US Immigrant Communities in the Global Pandemic.” Journal of Professional Capital and Community 5 (3/4): 375–380. https://doi.org/10.1108/JPCC-05-2020-0023.
   Web of Science ®Google Scholar
• Lüdecke, D. 2023. sjPlot: Data Visualization for Statistics in Social Science [R package version 2.8.14]. https://CRAN.R-project.org/package=sjPlot.
   Google Scholar
• Margolius, M., A. Doyle Lynch, E. Pufall Jones, and M. Hynes. 2020. The State of Young People During COVID-19: Findings from a Nationally Representative Survey of High School Youth. America’s Promise Alliance.
   Google Scholar
• Marshall, D. T., T. Pressley, N. M. Neugebauer, and D. M. Shannon. 2022. “Why Teachers are Leaving and What We Can Do About it.” Phi Delta Kappan 104 (1): 6–11. https://doi.org/10.1177/00317217221123642.
   Web of Science ®Google Scholar
• McCarthy, C. J., M. Blaydes, C. H. Weppner, and R. G. Lambert. 2022. “Teacher Stress and COVID-19: Where Do We Go from Here?” Phi Delta Kappan 104 (1): 12–17. https://doi.org/10.1177/00317217221123643.
   Web of Science ®Google Scholar
• Moss, G., R. Allen, A. Bradbury, S. Duncan, S. Harmey, and R. Levy. 2020. Primary Teachers’ Experience of the COVID-19 Lockdown–Eight Key Messages for Policymakers Going Forward. UCL Institute of Education.
   Google Scholar
• Nikolopoulou, K. 2022. “Online Education in Early Primary Years: Teachers’ Practices and Experiences During the COVID-19 Pandemic.” Education Sciences 12 (2): 76. https://doi.org/10.3390/educsci12020076.
   Web of Science ®Google Scholar
• Ozamiz-Etxebarria, N., N. Berasategi Santxo, N. Idoiaga Mondragon, and M. Dosil Santamaría. 2021. “The Psychological State of Teachers During the COVID-19 Crisis: The Challenge of Returning to Face-to-Face Teaching.” Frontiers in Psychology 11:620718. https://doi.org/10.3389/fpsyg.2020.620718.
   PubMed Web of Science ®Google Scholar
• Pas, E. T., C. P. Bradshaw, and P. A. Hershfeldt. 2012. “Teacher-and School-Level Predictors of Teacher Efficacy and Burnout: Identifying Potential Areas for Support.” Journal of School Psychology 50 (1): 129–145. https://doi.org/10.1016/j.jsp.2011.07.003.
   PubMed Web of Science ®Google Scholar
• PDK International. 2019. Frustration in the Schools: Teachers Speak out on Pay, Funding, and Feeling Valued. Arlington, VA: PDK International.
   Google Scholar
• Pressley, T. 2021. “Factors Contributing to Teacher Burnout During COVID-19.” Educational Researcher 50 (5): 325–327. https://doi.org/10.3102/0013189X211004138.
   Web of Science ®Google Scholar
• Pressley, T., and C. Ha. 2021. “Teaching During a Pandemic: United States Teachers’ Self-Efficacy During COVID-19.” Teaching and Teacher Education 106:103465. https://doi.org/10.1016/j.tate.2021.103465.
   PubMed Web of Science ®Google Scholar
• Pressley, T., and R. Rangel. 2023. “Elementary Teacher Self-Efficacy After a Year of Teaching During COVID-19.” Psychology in the Schools 60: 3284–3297.
   Web of Science ®Google Scholar
• Prilleltensky, I., M. Neff, and A. Bessell. 2016. “Teacher Stress: What It Is, Why It's Important, How It Can Be Alleviated.” Theory Into Practice 55 (2): 104–111. https://doi.org/10.1080/00405841.2016.1148986.
   Web of Science ®Google Scholar
• Pryor, J., R. H. Wilson, M. Chapman, and F. Bates. 2020. “Elementary Educators’ Experiences Teaching During COVID-19 School Closures: Understanding Resources in Impromptu Distance Education.” Online Journal of Distance Learning Administration 23 (4): 1–12.
   Google Scholar
• R Core Team. 2022. R: A Language and Environment for Statistical Computing. (4.2.2). Vienna, Austria: R Foundation for Statistical Computing. https://www.R-project.org/.
   Google Scholar
• Richards, J. 2012. “Teacher Stress and Coping Strategies: A National Snapshot.” The Educational Forum 76 (3): 299–316. https://doi.org/10.1080/00131725.2012.682837.
   Google Scholar
• Robinson, E., A. R. Sutin, M. Daly, and A. Jones. 2022. “A Systematic Review and Meta-Analysis of Longitudinal Cohort Studies Comparing Mental Health Before Versus During the COVID-19 Pandemic in 2020.” Journal of Affective Disorders 296:567–576. https://doi.org/10.1016/j.jad.2021.09.098.
   PubMed Web of Science ®Google Scholar
• Roeser, R. W., J. S. Eccles, and A. J. Sameroff. 2000. “School as a Context of Early Adolescents’ Academic and Social-Emotional Development: A Summary of Research Findings.” The Elementary School Journal 100 (5): 443–471. https://doi.org/10.1086/499650.
   Web of Science ®Google Scholar
• Sari, M. H., and I. Saralar-Aras. 2022. “A Case Study on Online Teaching During the Covid-19 Pandemic Perceived by Primary School Teachers.” International Journal of Psychology and Educational Studies 9 (2): 440–449. https://doi.org/10.52380/ijpes.2022.9.2.705.
   Google Scholar
• Schwarzer, R., and S. Hallum. 2008. “Perceived Teacher Self-Efficacy as a Predictor of Job Stress and Burnout: Mediation Analyses.” Applied Psychology 57 (s1): 152–171. https://doi.org/10.1111/j.1464-0597.2008.00359.x.
   Web of Science ®Google Scholar
• Soini, T., K. Pyhältö, and J. Pietarinen. 2010. “Pedagogical Well-Being: Reflecting Learning and Well-Being in Teachers’ Work.” Teachers and Teaching: Theory and Practice 16 (6): 735–751. https://doi.org/10.1080/13540602.2010.517690.
   Web of Science ®Google Scholar
• Sorrells, C., and S. Madrid Akpovo. 2022. ““You Can Hold Two Things to Be True at the Same Time”: Duality in ECE Teachers’ Emotional Experiences During COVID-19.” Journal of Research in Childhood Education 36 (4): 663–680. https://doi.org/10.1080/02568543.2022.2044415.
   Web of Science ®Google Scholar
• Stauffer, S. D., and E. C. Mason. 2013. “Addressing Elementary School Teachers’ Professional Stressors: Practical Suggestions for Schools and Administrators.” Educational Administration Quarterly 49 (5): 809–837. https://doi.org/10.1177/0013161X13482578.
   Web of Science ®Google Scholar
• Steiner, E. D., and A. Woo. 2021. Job-Related Stress Threatens the Teacher Supply: Key Findings from the 2021 State of the U.S. Teacher Survey. Santa Monica, CA: RAND Corporation. https://www.rand.org/pubs/research_reports/RRA1108-1.html.
   Google Scholar
• Troman, G., and P. Woods. 2001. Primary Teachers’ Stress. London: Psychology Press.
   Google Scholar
• Van der Doef, M., and S. Maes. 1999. “The job Demand-Control (-Support) Model and Psychological Well-Being: A Review of 20 Years of Empirical Research.” Work & Stress 13 (2): 87–114. https://doi.org/10.1080/026783799296084.
   Web of Science ®Google Scholar
• Viner, R., S. Russell, R. Saulle, H. Croker, C. Stansfield, J. Packer, D. Nicholls, et al. 2022. “School Closures During Social Lockdown and Mental Health, Health Behaviors, and Well-Being among Children and Adolescents During the First COVID-19 Wave: A Systematic Review.” JAMA Pediatrics 176 (4): 400–409. https://doi.org/10.1001/jamapediatrics.2021.5840.
   PubMed Web of Science ®Google Scholar
• Wickham, H. 2016. ggplot2: Elegant Graphics for Data Analysis. New York: Springer. https://ggplot2.tidyverse.org.
   Google Scholar
• Wilcox, K. C., A. Leo, J. Tobin, and M. Khan. 2022. Opportunities and Challenges to Adapt and Innovate: How Educators Confronted the COVID-19 Pandemic. Albany, NY: State University of New York.
   Google Scholar
• Wilcox, K. C., A. Leo, M. Khan, J. Tobin, J. A. Avila, K. Schiller, F. Durand, and H. Lawson. 2022. Discovering Impacts of the COVID-19 Pandemic on the Education Workforce: Methods and Procedures Report. Albany, NY: State University of New York.
   Google Scholar
• Wilinski, B., A. Morley, and J. H. C. Wu. 2022. “Uncovering new Opportunities for Family Engagement During COVID-19.” Phi Delta Kappan 103 (7): 14–17. https://doi.org/10.1177/00317217221092228.
   Web of Science ®Google Scholar
• Will, M. 2021. “As Teacher Morale Hits a New Low, Schools Look for Ways to Give Breaks, Restoration.” Education Week. https://www.edweek.org/leadership/as-teacher-morale-hits-a-new-low-schools-look-for-ways-to-give-breaks-restoration/2021/01.
   Google Scholar
• Woods, P., and D. Carlyle. 2002. “Teacher Identities Under Stress: The Emotions of Separation and Renewal.” International Studies in Sociology of Education 12 (2): 169–190. https://doi.org/10.1080/09620210200200089.
   Google Scholar