References
- Alarcon, G. M. 2011. “A Meta-Analysis of Burnout with Job Demands, Resources, and Attitudes.” Journal of Vocational Behavior 79 (2): 549–562. https://doi.org/10.1016/j.jvb.2011.03.007.
- Arens, A. K., and A. J. Morin. 2016. “Relations Between Teachers’ Emotional Exhaustion and Students’ Educational Outcomes.” Journal of Educational Psychology 108 (6): 800–813. https://doi.org/10.1037/edu0000105.
- Bol, T. 2020. “Inequality in Homeschooling During the Corona Crisis in the Netherlands.” First Results from the LISS Panel (Working Paper). https://doi.org/10.31235/osf.io/hf32q.
- Boneh M. Z., R., Feniger-Schaal, T., Aviram Bivas, B., and Danial-Saa, A. 2021. “Teachers Under Stress During the COVID-19: Cultural Differences.” Teachers & Teaching 28 (1): 1–24. https://doi.org/10.1080/13540602.2021.2017275.
- Cohen, S., T. Kamarck, and R. Mermelstein. 1983. “A Global Measure of Perceived Stress.” Journal of Health and Social Behavior 24 (4): 385–396. https://doi.org/10.2307/2136404.
- Day, C., and Q. Gu. 2013. Resilient Teachers, Resilient Schools: Building and Sustaining Quality in Testing Times. London: Routledge.
- Dorczak, R. 2019. Wokół reformy edukacji z 2017 roku. Kraków: ISPUJ.
- Eickelmann, B., and K. Drossel. 2020. Schule auf Distanz Perspektiven und Empfehlungen für den neuen Schulalltag. Eine repräsentative Befragung von Lehrkräften in Deutschland. Düsseldorf, Germany: Vodafone Stiftung Deutschland.
- Fegert, J. M., B. Vitiello, P. L. Plener, V. Clemens, and Fegert 2020. “Challenges and Burden of the Coronavirus 2019 (COVID-19) Pandemic for Child and Adolescent Mental Health: A Narrative Review to Highlight Clinical and Research Needs in the Acute Phase and the Long Return to Normality.” Child & Adolescent Psychiatry Mental Health 14 (1): 1–10. https://doi.org/10.1186/s13034-020-00329-3.
- Ferguson, G. A., and Y. Takane. 1989. Statistical Analysis in Psychology and Education. 6th ed. New York: McGraw-Hill.
- Flack, C. B., Walker, D. L., Bickerstaff, A., Earle, H., and Margetts, C. 2020. Educator Perspectives on the Impact of COVID-19 on Teaching and Learning in Australia and New Zealand. Melbourne: Pivot Professional Learning.
- George, D., and P. Mallery. 2019. IBM SPSS Statistics 26 Step by Step: A Simple Guide and Reference. Routledge. https://doi.org/10.4324/9780429056765.
- Gifford-Smith, M., and C. Brownell. 2003. “Childhood Peer Relationships: Social Acceptance, Friendships, and Peer Networks.” Journal of School Psychology 41 (4): 235–284. https://doi.org/10.1016/S0022-4405(03)00048-7.
- Goetz, M. 2020. “Distance Learning in der COVID-19 Krise: Ein Praxischeck.” Medienimpulse 58:1–21. https://doi.org/10.21243/mi-02-20-19.
- Golberg, D., and P. Williams. 1991. A User's Guide to the General Health Questionnaire. Slough: NFER-NELSON.
- Harmsen, R. 2018. “The Relationship Between Beginning Teachers’ Stress Causes, Stress Responses, Teaching Behaviour and Attrition.” Teachers & Teaching 24 (6): 626–643. https://doi.org/10.1080/13540602.2018.1465404.
- Hattie, J. 2008. “Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement.” In Melbourne. London: Routledge.
- Holmes, K. 2020. “Sustaining Learning Communities Through and Beyond COVID-19.” UNESCO Futures of Education Ideas LAB. https://en.unesco.org/futuresofeducation/holmes-sustaining-learning-communities-COVID-19.
- Johnson, S. 2005. “The Experience of Work-Related Stress Across Occupations.” Journal of Managerial Psychology 20 (2): 178–187. https://doi.org/10.1108/02683940510579803.
- Journal of Laws of 2013 pos. 199, http://isap.sejm.gov.pl/isap.nsf/DocDetails.xsp?id=wdu20130000199.
- Journal of Laws of 2017 pos. 60, https://isap.sejm.gov.pl/isap.nsf/DocDetails.xsp?id=WDU20170000060.
- Journal of Laws of 2017, pos.59, https://isap.sejm.gov.pl/isap.nsf/DocDetails.xsp?id=wdu20170000059.
- Journal of Laws of 2019, pos.1663, https://dziennikustaw.gov.pl/DU/2019/1663.
- Journal of Laws of 2020, pos.493, https://isap.sejm.gov.pl/isap.nsf/DocDetails.xsp?id=WDU20200000493.
- Juczyński, Z., and N. Ogińska-Bulik. 2009. Narzedzia pomiaru stresu i radzenia sobie ze stresem. Warsaw: PTP.
- Kim, L., and S. 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.
- Klapproth, F., Federkeil, L., Heinschke, F., and Jungmann, T. 2020. “Teachers’ Experiences of Stress and Their Coping Strategies During COVID-19 Induced Distance Teaching.” Journal of Pedagogical Research 1–9. https://doi.org/10.33902/JPR.2020062805.
- König, J., D. J. Jäger-Biela, and N. Glutsch. 2020. “Adapting to Online Teaching During COVID-19 School Closure: Teacher Education and Teacher Competence Effects Among Early Career Teachers in Germany.” European Journal of Teacher Education 43 (4): 608–622. https://doi.org/10.1080/02619768.2020.1809650.
- Lazarus, R. S. 1996. Psychological Stress and the Coping Process. New York: McGraw-Hill.
- Madalińska-Michalak, J. 2020. “Nauczanie zdalne i edukacja nauczyciela – wyzwania.” In Wyzwania dla edukacji w sytuacji pandemii COVID-19 Kraków: Wydawnictwo “scriptum”, edited by N. Pikula et al, 13–29.
- Mercer, S., and T. Gregersen. 2020. Teacher Wellbeing. Oxford: Oxford University Press.
- NIK. 2019. “Zmiana w systemie edukacji. Informacja o wynikach kontroli.” KNO.430.002.2019 Nr ewid. 42/2019/P/18/027/KNO. https://www.nik.gov.pl/plik/id,20607,vp,23235.pdf.
- Petrie C. 2020. “Spotlight: Quality Education for All During COVID-19 Crisis.” In Spotlight: Quality Education for All During COVID-19 Crisis, edited by C. Petrie, et al. OECD/Hundred Research Report. https://hundredcdn.s3.amazonaws.com/uploads/report/file/15/hundred_spotlight_covid19_digital.pdf.
- Plebańska, M. , Szyller, A., and Sieńczewski, M. 2020. Raport edukacja zdalna w czasach Covid -19. Warsaw: WPUW.
- Ptaszek, G. 2020. “Zdalna edukacja – gdzie byliśmy, dokąd idziemy?” https://zdalnenauczanie.org/wp-content/uploads/2020/06/Badanie-zdalnenauczanie_org_prezentacja.pdf.
- Schleicher, A. 2020. “Education Disrupted – Education Rebuilt.” In Spotlight: Quality Education for All During COVID-19 Crisis, edited by C. Petrie, et al. https://cdn.hundred.org/uploads/report/file/15/hundred_spotlight_covid-19_digital.pdf.
- See, B. H., Wardle, L., and Collie, P. 2020. “Teachers’ Wellbeing and Workload During COVID-19 Lockdown.” Working Paper. Durham University Evidence Centre for Education and Schoolzone, Durham.
- Sokal, L., Trudel, L., and Babb, J. 2020. “Supporting Teachers in Times of Change: The Job Demands-Resources Model and Teacher Burnout During the COVID-19 Pandemic.” International Journal of Contemporary Education 3 (2): 67–74. https://doi.org/10.11114/ijce.v3i2.4931.
- Szymański, M. 2019. “Balans na linie – kilka uwag o polskich reformach oświaty.” Studia Edukacyjne 53 (52): 49–60. https://doi.org/10.14746/se.2019.52.4.
- Travers, C. J., and C. L. Cooper. 1996. Teachers Under Pressure. New York: Routledge.
- The World Bank. 2020. “World Bank Education and COVID-19.” The World Bank. Retrieved from https://www.worldbank.org/en/data/interactive/2020/03/24/world-bank-education-and-covid-19.
- Zahorska, M. 2020. “Sukces czy porażka zdalnego nauczania? Fundacja im.” Stefana Batorego. https://www.batory.org.pl/wp-content/uploads/2020/09/Sukces-czy-porazka-zdalnego-zauczania.pdf.