Canadian educators' post-pandemic recovery and students’ unmet needs: Who is left behind?

IF 4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Laura Sokal , Umesh Sharma , Lesley Eblie Trudel
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引用次数: 0

Abstract

We investigated post-pandemic recovery in education sector employees by role in 2024. The frameworks of the job demands-resources model and ecological systems theory were employed. Canadian educators (N = 243) completed surveys exploring their mental health (well-being, resilience, recovery), intention to leave their jobs, and their perceptions of students' current and post-pandemic needs. Quantitative findings revealed educators who intended to leave their jobs had poorer levels of mental health. Also, they were not meeting their students’ needs adequately. The qualitative data showed that students with complex needs were disproportionally under-served. Theoretical, practical, and policy implications on equitable education are discussed.
加拿大教育工作者在大流行后的恢复和学生未得到满足的需求:谁被抛在后面?
我们研究了 2024 年教育部门员工按角色划分的大流行后恢复情况。我们采用了工作需求-资源模型和生态系统理论框架。加拿大教育工作者(N = 243)填写了调查问卷,调查内容包括他们的心理健康(幸福感、复原力、恢复能力)、离职意向以及他们对学生当前和大流行后需求的看法。定量调查结果显示,打算离职的教育工作者的心理健康水平较低。此外,他们也没有充分满足学生的需求。定性数据显示,有复杂需求的学生得到的服务不成比例地不足。本文讨论了公平教育的理论、实践和政策影响。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Teaching and Teacher Education
Teaching and Teacher Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.50
自引率
12.80%
发文量
294
审稿时长
86 days
期刊介绍: Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context. The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Manuscripts should enhance, build upon, and/or extend the boundaries of theory, research, and/or practice in teaching and teacher education. Teaching and Teacher Education does not publish unsolicited Book Reviews.
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