‘One doesn’t just move online’: an intersectional analysis of teachers’ response to the crisis of pandemic teaching

References

• Agresti, A. (2007). An introduction to categorical data analysis. John Wiley & Sons, Inc. https://doi.org/10.1002/0470114754
   Google Scholar
• Anderson, L. W. (2021). Schooling interrupted: Educating children and youth in the COVID-19 era. Center for Educational Policy Studies Journal, 11, 17–38. https://doi.org/10.26529/cepsj.1128
   Google Scholar
• Anderson, T., & Dron, J. (2011). Three generations of distance education pedagogy. International Review of Research in Open & Distributed Learning, 12(3), 80–97. https://doi.org/10.19173/irrodl.v12i3.890
   Web of Science ®Google Scholar
• Boyle, G. J., Borg, M. G., Falzon, J. M., & Baglioni, A. J., Jr. (1995). A structural model of the dimensions of teacher stress. British Journal of Educational Psychology, 65(1), 49–67. https://doi.org/10.1111/j.2044-8279.1995.tb01130.x
   PubMed Web of Science ®Google Scholar
• Bozkurt, A., Jung, I., Xiao, J., Vladimirschi, V., Schuwer, R., Egorov, G., & Paskevicius, M. (2020). A global outlook to the interruption of education due to COVID-19 pandemic: Navigating in a time of uncertainty and crisis. Asian Journal of Distance Education, 15(1), 1–126.
   Google Scholar
• Brewster, M. E., & Molina, D. A. L. (2021). Centering matrices of domination: Steps toward a more intersectional vocational psychology. Journal of Career Assessment, 29(4), 547–569. https://doi.org/10.1177/10690727211029182
   Web of Science ®Google Scholar
• Caprara, G. V., Barbaranelli, C., Steca, P., & Malone, P. S. (2006). Teachers’ self-efficacy beliefs as determinants of job satisfaction and students’ academic achievement: A study at the school level. Journal of School Psychology, 44(6), 473–490. https://doi.org/10.1016/j.jsp.2006.09.001
   Web of Science ®Google Scholar
• Choo, H., & Ferree, M. (2010). Practicing intersectionality in sociological research: A critical analysis of inclusions, interactions, and institutions in the study of inequalities. Sociological Theory, 28(2), 129–149. https://doi.org/10.1111/j.1467-9558.2010.01370.x
   Web of Science ®Google Scholar
• Collie, R. J. (2021). COVID-19 and teachers’ somatic burden, stress, and emotional exhaustion: Examining the role of principal leadership and workplace buoyancy. AERA Open, 7, 233285842098618. https://doi.org/10.1177/2332858420986187
   Web of Science ®Google Scholar
• Collins, P. H., & Bilge, S. (2016). Intersectionality. Polity Press.
   Google Scholar
• Cornish, F., Gillespie, A., & Zittoun, T. (2013). Collaborative analysis of qualitative data. In U. Flick (Ed.), The SAGE Handbook of qualitative data analysis (pp. 79–93). SAGE Publications Ltd. https://doi.org/10.4135/9781446282243.n6
   Google Scholar
• Crenshaw, K. (1989). Demarginalizing the intersection of race and sex: A black feminist critique of antidiscrimination doctrine, feminist theory and antiracist politics. University of Chicago Legal Forum, 1989(8), 139–167. https://doi.org/10.4324/9780429499142-5
   Google Scholar
• Elliott, K., Mathew, K. A., Fan, Y., & Mattson, D. (2022). Educating during a health emergency: An integrative review of the literature from 1990 – 2020. Journal on Education in Emergencies, 8(3), 18–49. https://doi.org/10.33682/85qf-kr51
   Google Scholar
• Elo, A. L., Leppänen, A., & Jahkola, A. (2003). Validity of a single-item measure of stress symptoms. Scandinavian Journal of Work, Environment & Health, 29(6), 444–451. https://doi.org/10.5271/sjweh.752
   PubMed Web of Science ®Google Scholar
• Farber, B. A. (1991). Crisis in education: Stress and burnout in the American teacher. Jossey-Bass.
   Google Scholar
• Fox, R. (2004). SARS epidemic: Teachers’ experiences using ICTs. In Beyond the Comfort Zone: Proceedings of the 21st ASCILITE Conference, Perth, WA, Australia.
   Google Scholar
• García, E., & Weiss, E. (2020). COVID-19 and student performance, equity, and U.S. education policy: Lessons from pre-pandemic research to inform relief, recovery, and rebuilding. Economic Policy Institute.
   Google Scholar
• Given, L. M. (2008). Nonprobability sampling. In The SAGE Encyclopedia of qualitative research methods. SAGE Publications, Inc. https://doi.org/10.4135/9781412963909
   Google Scholar
• Hess, A. J. (2021, January 5). UNICEF executive director: Covid has created a global education emergency. https://www.cnbc.com/2021/01/05/unicef-exec-director-covid-has-created-a-lobal-educaton-emergency.html
   Google Scholar
• Heyward, G. (2021, December 8). Schools are closing classrooms on Fridays. Parents are furious. The New York Times.
   Google Scholar
• Hoadley, U. (2007). Boundaries of care: The role of the school in supporting vulnerable children in the context of HIV and AIDS. African Journal of AIDS Research, 6(3), 251–259. https://doi.org/10.2989/16085900709490421
   PubMed Web of Science ®Google Scholar
• Hodges, C. B., Moore, S., Lockee, B. B., Trust, T., & Bond, M. A. (2020). The difference between emergency remote teaching and online learning. Educause Review.
   Google Scholar
• Hoskins, B., & Donbavand, S. (2021). The impact of the COVID-19 pandemic on student voice. UNESCO/Council of Europe Commissioned Report.
   Google Scholar
• Huber, A. A. (2020). Failing at the help desk: Performing online teacher. Communication Education, 69(4), 464–479. https://doi.org/10.1080/03634523.2020.1803379
   Web of Science ®Google Scholar
• Jelinska, M., & Paradowski, M. B. (2021). Teachers’ engagement in and coping with emergency remote instruction during COVID-19-induced school closures: A multinational contextual perspective. Online Learning, 25(1), 303–328. https://doi.org/10.24059/olj.v25i1.2492
   Web of Science ®Google Scholar
• Kelly, K. (2020). COVID-19 requires an intersectional feminist policy response. In G. W. Muschert, K. M. Budd, M. Christian, & R. Perrucci (Eds.), Social problems in the age of COVID-19: Volume 2 – Global perspectives. Policy Press. https://doi.org/10.46692/9781447360629.012
   Google Scholar
• Kim, L. E., & Asbury, K. (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
• Klapproth, F., Federkeil, L., Heinschke, F., & Jungmann, T. (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
• Korosteleva, O. (2018). Fisher exact test. In B. Frey (Ed.), The SAGE Encyclopedia of educational research, measurement, and evaluation (pp. 679–682). SAGE Publications, Inc.
   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., & Sutcliffe, J. (1978). A model of teacher stress. Educational Studies, 4(1), 1–6. https://doi.org/10.1080/0305569780040101
   Web of Science ®Google Scholar
• Lutz, H. (2015). Intersectionality as method. Journal of Diversity and Gender Studies, 2(1), 39–44. https://doi.org/10.11116/jdivegendstud.2.1-2.0039
   Google Scholar
• Maume, D., Sebastian, R., & Bardo, A. (2010). Gender, work-family responsibilities and sleep. Gender and Society, 24(6), 746–768. https://doi.org/10.1177/0891243210386949
   Web of Science ®Google Scholar
• McConnell, K. (2020, August 4). I’m a nurse. Teachers should do their jobs, just like I did. The Atlantic.
   Google Scholar
• McIntyre, T., McIntyre, S., & Francis, D., McIntyre, T. M., McIntyre, S. E., Francis, D. J. (2017). Educator stress. Springer International Publishing. https://doi.org/10.1007/978-3-319-53053-6
   Google Scholar
• Milner, A. L., Mattei, P., & Ydesen, C. (2021). Governing education in times of crisis: State interventions and school accountabilities during the COVID-19 pandemic. European Educational Research Journal, 20(4), 520–539. https://doi.org/10.1177/14749041211022198
   Web of Science ®Google Scholar
• Nishishiba Jones, M. A., & Kraner, M. A. (2014). Research methods and statistics for public and nonprofit administrators : A practical guide. SAGE. https://doi.org/10.4135/9781544307763
   Google Scholar
• Owusu-Fordjour, C., Koomson, C. K., & Hanson, D. (2020). The impact of Covid-19 on learning-the perspective of the Ghanaian student. European Journal of Education Studies, 7(3), 88–101. https://doi.org/10.46827/ejes.v0i0.3000
   Google Scholar
• Özgür, H. (2020). Relationships between teachers’ technostress, technological pedagogical content knowledge (TPACK), school support and demographic variables: A structural equation modeling. Computers in Human Behavior, 112, 112. https://doi.org/10.1016/j.chb.2020.106468
   Web of Science ®Google Scholar
• Rawal, D. M. (2021). Work life balance among female school teachers [k-12] delivering online curriculum in Noida [India] during COVID: Empirical study. Management in Education, 37(1), 37–45. https://doi.org/10.1177/0892020621994303
   Google Scholar
• Razavi, S. (2007). The political and social economy of care in a development context: Conceptual issues, research questions and policy options. Geneva: United Nations Research Institute for Social Development (UNRISD).
   Google Scholar
• Richards, K. A. R., Hemphill, M. A., & Templin, T. J. (2018). Personal and contextual factors related to teachers’ experience with stress and burnout. Teachers & Teaching, 24(7), 768–787. https://doi.org/10.1080/13540602.2018.1476337
   Web of Science ®Google Scholar
• Roberts, S. A., Yu, M., Sauerbronn, F., & Özkazanç-Pan, B. (2022). Starting a dialogue in difficult times: Intersectionality and education work. Gender, Work, & Organization, 30(2), 628–637. https://doi.org/10.1111/gwao.12896
   Web of Science ®Google Scholar
• Saldaña, J. (2009). The coding manual for qualitative researchers. Sage.
   Google Scholar
• Samoff. (1994). Coping with crisis: Austerity, adjustment and human resources. Cassell Tycooly Publishing.
   Google Scholar
• Santamaría, M., Mondragon, N., Santxo, N., & Ozamiz-Etxebarria, N. (2021). Teacher stress, anxiety and depression at the beginning of the academic year during the COVID-19 pandemic. Global Mental Health, 8(14). https://doi.org/10.1017/gmh.2021.14
   Google Scholar
• Schuck, R. K., & Lambert, R. (2020). “Am I doing enough?” Special educators’ experiences with emergency remote teaching in spring 2020. Education Sciences, 10(11), 320. https://doi.org/10.3390/educsci10110320
   Web of Science ®Google Scholar
• Sharpe, D. (2015). Chi-square test is statistically significant: Now what? Practical Assessment, Research & Evaluation, 20(8), 1–10. https://doi.org/10.7275/tbfa-x148
   Google Scholar
• Spilt, J. L., Koomen, H. M., & Thijs, J. T. (2011). Teacher wellbeing: The importance of teacher–student relationships. Educational Psychology Review, 23(4), 457–477. https://doi.org/10.1007/s10648-011-9170-y
   Web of Science ®Google Scholar
• Streeter, L. G. (2021, October 18). Why so many teachers are thinking of quitting the profession. The Washington Post.
   Google Scholar
• Thorn, W. & Vincent-Lancrin, S. (2021). Schooling during a pandemic: The experience and outcomes of schoolchildren during the first round of COVID-19 lockdowns. OECD Publishing. https://doi.org/10.1787/1c78681e-en
   Google Scholar
• Trust, T., & Whalen, J. (2020). Should teachers be trained in emergency remote teaching? Lessons learned from the COVID-19 pandemic. Journal of technology & teacher education, 28(2), 189–199.
   Google Scholar
• Trust, T., & Whalen, J. (2021). Emergency remote teaching with technology during the COVID-19 pandemic: Using the whole teacher lens to examine educator’s experiences and insights. Educational Media International, 58(2), 145–160. https://doi.org/10.1080/09523987.2021.1930479
   Web of Science ®Google Scholar
• Willis, G. B. (2008). Cognitive interviewing. In P. J. Lavrakas (Ed.), Encyclopedia of survey research methods (pp. 106–109). Sage Publications, Inc. https://doi.org/10.4135/9781412963947
   Google Scholar
• World Bank. (2020). Gender dimensions of the COVID-19 Pandemic. Retrieved, from https://openknowledge.worldbank.org/bitstream/handle/10986/33622/Gender-Dimensions-of-the-COVID-19-Pandemic.pdf?sequence=1&isAllowed=y
   Google Scholar