Date of Award
Doctor of Education (EdD)
Shannon Cleverley-Thompson, Ed.D.
The purpose of this cross-sectional quantitative study was to examine the stress sources, stress manifestations, and coping efficacy of K–12 teachers during COVID-19 with a sample of 220 K–12 teachers in New York State. Chronic exposure to stress can lead teachers to experience poor emotional and physical health, causing them to often exit the field of education. In addition, the effects of teacher stress can create a tremendous financial burden on school districts and negatively influence learning environments for students. The results of this study suggest that K–12 teachers with high levels of time management stress reported decreased confidence in overall coping self-efficacy. The coping behavior of support from friends and family was reported to positively assist in time management stressors. The K–12 teachers in this study reported increases in emotional, fatigue, and cardiovascular stress manifestations. These manifestations of stress decreased teacher’s confidence in coping self-efficacy. Recommendations for future research, professional practice of K–12 teachers, district leadership and policy makers, and teacher preparation programs were provided. Recommendations include increased professional development for teachers to support time management, fatigue and emotional manifestations of stress, and administrative support.
Locke-Bayer, Amanda S., "Teacher Stress Sources, Manifestations, and Coping Self-Efficacy During the COVID-19 Pandemic" (2021). Education Doctoral. Paper 503.
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