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Many states across the country have felt the impact of a nationwide teacher shortage. Specifically, the state of Mississippi has experienced a shortage of certified agricultural education teachers. Unfortunately, during a time, a novel virus (Coronavirus or COVID-19) swept the entire world and shook the academic world to its core. Like the majority, educators were encouraged to adopt a variety of approaches to better flow with the changes in their “normal” routines. Many researchers have suggested that teachers are leaving education due to little resources, recognition, and high job demands, which correlates to poor job satisfaction and symptoms of burnout. The COVID- 19 pandemic is a potential factor in the teacher retention rates. This study observes levels of job satisfaction and burnout among Mississippi agricultural education teachers. As well as considering the COVID-19 pandemic as an element to these levels as well.
The COVID-19 pandemic created the largest disruption of education systems in human history, affecting nearly 1.6 billion learners in more than 200 countries (Pokhrel & Chhetri, 2021). By the end of March 2020, more than 124,000 U.S. public and private school buildinsg experienced closure affecting 55.1 million U.S. children and over 80 percent of the world's student population (Sahu, 2020; Van Lancker & Parolin, 2020). The new standard operating procedures disrupted traditional education practices and presented another set of challenges for educators (Pokhrel, & Chhetri, 2021). Within a short span of the COVID-19 pandemic, many researchers have shared their works on teaching and learning in different ways, but as we have reopened and began easing restrictions, there is little research on how the pandemic affected school-based agricultural education (SBAE) teachers and programs. This study provided a point-in time for the lasting impact of this historical event on SBAE teachers in National Association of Agricultural Educators (NAAE) Region II. The purpose of the study was to investigate how the COVID-19 pandemic impacted the overall job satisfaction and the overall work-life balance of School-Based Agricultural Education (SBAE) teachers. The study also examined limitations, challenges, and additional life roles teachers faced during the pandemic and the impact on their stress level and plans to return to the agricultural education classroom. The role conflict theory (Greenhaus & Beutell, 1985) and the conservation of resources theory (Grandey & Cropanzano, 1999) were used as the theoretical framework for the study. The results of the study indicate SBAE teachers have a lower overall job satisfaction and lower overall work-life balance while teaching during the COVID-19 pandemic. SBAE teachers reported an increase in stress levels during the pandemic, which may contribute to a lower job satisfaction and retention rate of agricultural education teachers. SBAE teachers were able to give descriptive data throughout the study of how they were impacted, why they have chosen to stay in the agricultural education classroom and the changes made in their SBAE programs due to the COVID-19 pandemic. These responses help to give an insight into how we can provide support for our agricultural education teachers and understand the challenges they may face in the future. Recommendations from this study should be used in the creation of professional development programs to prepare SBAE teachers for educational disruptions while maintaining a high satisfaction rate with their job.
This quantitative survey study examined stress/burnout and job satisfaction in a sample of 108 social workers in rural Mississippi using the Maslach Burnout Inventory (MBI) and Abridged Job Description Index (AJDI). The research examined the prevalence of stress/burnout among mental health social workers employed with the Mississippi Department of Mental Health. The research focused primarily on the relationship between burnout and job satisfaction and the degree to which levels of burnout and satisfaction were associated with demographic characteristics. Results of this study showed that 36.1% of respondents reported a high level of emotional exhaustion, 6.5% reported high levels of depersonalization, and 27.8% reported high level of personal accomplishment. Multiple dimensions of job satisfaction were found to be associated with burnout; emotional exhaustion was a particularly strong predictor of low job satisfaction. No significant differences in burnout and job satisfaction were found between men and women. Levels of burnout and job satisfaction were not related significantly to respondents' age, marital status, or years of experience. Bachelor-level social workers scored higher on both emotional exhaustion and depersonalization than Masters-level social workers. A significant difference between African-Americans and Caucasians was found for general job satisfaction. Social worker certification, years of social work experience, and education level were related significantly to satisfaction with opportunities for promotion. Caseload was associated with differential levels of job satisfaction, but not in a simple linear pattern: the lowest levels of job satisfaction were found among social workers with moderate caseloads (21-30 clients).
Teachers are consistently faced with adversity, which can affect their ability to feel efficacious in their position, causing them to experience a decrease in their job satisfaction and putting them at risk for burnout. Recently, teachers have experienced significant changes in education, as the COVID-19 pandemic has increased illnesses and forced necessary safety adaptions in the educational setting. This study is a quantitative research design. Participants included 40 elementary teachers from Isle of Wight County Schools in Virginia. Participants were provided a link or QR code to access the survey. This study used a Pearson Correlation to measure relationships between teacher self-efficacy, job satisfaction, burnout, and stress from the COVID-19 pandemic. Results from these statistical analyses indicated no significant relationships between teacher self-efficacy, job satisfaction, burnout, and stress from the pandemic, as measured by Likert-scaled surveys. The lack of significant correlations for teacher self-efficacy, burnout, and stress related to the pandemic were likely due to statistical power. Similar results for a larger sample size would have yielded results of stronger statistical significance. While results were not statistically significant, previous research indicates the need to provide teachers positive support, learning opportunities, and an encouraging atmosphere to promote a positive sense of self-efficacy and happiness in the workplace, despite unique adversities, such as the COVID-19 pandemic.
This quantitative survey study examined stress/burnout and job satisfaction in a sample of 108 social workers in rural Mississippi using the Maslach Burnout Inventory (MBI) and Abridged Job Description Index (AJDI). The research examined the prevalence of stress/burnout among mental health social workers employed with the Mississippi Department of Mental Health. The research focused primarily on the relationship between burnout and job satisfaction and the degree to which levels of burnout and satisfaction were associated with demographic characteristics. Results of this study showed that 36.1% of respondents reported a high level of emotional exhaustion, 6.5% reported high levels of depersonalization, and 27.8% reported high level of personal accomplishment. Multiple dimensions of job satisfaction were found to be associated with burnout; emotional exhaustion was a particularly strong predictor of low job satisfaction. No significant differences in burnout and job satisfaction were found between men and women. Levels of burnout and job satisfaction were not related significantly to respondents age, marital status, or years of experience. Bachelor-level social workers scored higher on both emotional exhaustion and depersonalization than Masters-level social workers. A significant difference between African-Americans and Caucasians was found for general job satisfaction. Social worker certification, years of social work experience, and education level were related significantly to satisfaction with opportunities for promotion. Caseload was associated with differential levels of job satisfaction, but not in a simple linear pattern: the lowest levels of job satisfaction were found among social workers with moderate caseloads (21-30 clients).
"The purpose of this mixed-methods study was to determine relationships between six supportive work conditions, the COVID-19 pandemic, and teacher retention in a school district in south Mississippi. This study examined work conditions including work environment, job fit, compensation and benefit, leadership support, assessment systems, and induction programs to the retention of teachers by experience, levels of education, career plans, gender and ethnic groups using a Teacher Retention Questionnaire. Also, this study examined the challenges and impact of the COVID-19 pandemic on teacher retention from data collected through teacher interviews via Google Meet. A total of 104 of 300 potential subjects participated in the study, constituting a 34.6% response rate for the questionnaire; 18 participants were interviewed. The results indicated no statistically significant difference of work conditions by ethnic group, years of experience, gender, level of education, and career plans. The study revealed that teachers perceived an increase in compensation and leadership support as the greatest impact on teacher retention. Teachers faced challenges such as teaching virtually, classroom management, limited resources, and lack of parent involvement. While, the COVID-19 pandemic brought on increased stress because of feeling unsafe, 89% of teachers reported not knowing anyone in the participating school district who left the profession as a result of the pandemic. By examining the work conditions and the impact of COVID-19, school leaders may improve teacher retention.
Statement of Purpose and Method of Study: The purpose of this study is two-fold. One purpose is to examine whether there is a correlation between Mississippi community college instructors' self-reported recollections of their coping self-efficacy and burnout during the COVID-19 pandemic. The second purpose is to explore Mississippi community college instructors' reflections on coping skills and burnout experienced during the COVID-19 pandemic. This mixed methods study utilized a two-part questionnaire for quantitative data collection. The questionnaire included the coping self-efficacy scale (CSES), the Maslach Burnout Inventory for Educators (MBI-ES), and demographic questions. Qualitative data collection used open-ended interview questions to gain additional information about participants' reflections on handling stress through coping and contributing factors of stress that lead to burnout during the pandemic.
Drawn to the Flame investigates incidences of burnout and burnout avoidance among educators in both K-12 and higher education spheres during the COVID-19 pandemic – a period that saw an intensification and increased frequency of polarizing sociocultural and socio-political conditions. .
This volume informs our understanding of how educational settings can respond to the challenges of the COVID-19 pandemic and beyond. Teaching has always been a challenging profession but the pandemic has added unprecedented levels of demands. Much of what we know about stress and trauma in education predates the COVID-19 pandemic. As the pandemic recedes, it seems likely that recruiting and retaining teachers, always a challenge, will become even more difficult. This could not be worse for students, who face steep losses in their academic and socio-emotional progress after more than two years of pandemic-impacted schooling. The silver lining is that scholars who study the occupational health have spent the past several years studying the effect of the pandemic on teachers, which led us to edit this volume to collected what is known and have these experts explain how we can better support teachers in the future. This book documents the many impacts of the pandemic on the teaching profession, but also leverages research to chart a path forward. Part I examines the contours of stress, with a particular emphasis on COVID-19 impacts. These contributions range from parents’ achievement worries to compassion fatigue, and, more optimistically, how teachers cope. Part II examines pandemic impacts on pre-school teachers, in both the U.S. and in Australia. Given the social distancing in place during the pandemic, pre-school students and their teachers were under unique demands, as there is no substitute for the personal connection critical at that age. It is likely that students entering elementary school in the next few years will have work to do in their social skills. Part III focuses on mentoring and stress during the pandemic. Mentoring is an important part of teacher’s professional development, but the pandemic scrambled traditional forms of mentoring as all teachers were thrown into unfamiliar online technology. The final section of this book, Part IV, includes links between teacher stress and trauma during the pandemic. Clearly, with the ongoing nature of the pandemic, it is easy to see how trauma is likely to manifest in years to come. Readers of this book will better understand teacher demands, as well as the resources teachers will need going forward. Teachers made heroic efforts during the pandemic to help their students both academically and personally. We owe to them to learn from research during the pandemic that points to the way to a healthier occupational future.