Teachers, Stress, and the COVID-19 Pandemic: A Qualitative Analysis
Article Properties
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LanguageEnglish
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DOI (url)
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Publication Date2022/07/16
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Journal
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Indian UGC (journal)
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Refrences54
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Citations59
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Luz E. Robinson ORCID (unauthenticated)
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Alberto Valido ORCID (unauthenticated)
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Anne Drescher ORCID (unauthenticated)
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Ashley B. Woolweaver ORCID (unauthenticated)
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Dorothy L. Espelage ORCID (unauthenticated)
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Scott LoMurray
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Anna C. J. Long ORCID (unauthenticated)
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Ashlen A. Wright ORCID (unauthenticated)
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Megan M. Dailey ORCID (unauthenticated)
Cite
Robinson, Luz E., et al. “Teachers, Stress, and the COVID-19 Pandemic: A Qualitative Analysis”. School Mental Health, vol. 15, no. 1, 2022, pp. 78-89, https://doi.org/10.1007/s12310-022-09533-2.
Robinson, L. E., Valido, A., Drescher, A., Woolweaver, A. B., Espelage, D. L., LoMurray, S., Long, A. C. J., Wright, A. A., & Dailey, M. M. (2022). Teachers, Stress, and the COVID-19 Pandemic: A Qualitative Analysis. School Mental Health, 15(1), 78-89. https://doi.org/10.1007/s12310-022-09533-2
Robinson LE, Valido A, Drescher A, Woolweaver AB, Espelage DL, LoMurray S, et al. Teachers, Stress, and the COVID-19 Pandemic: A Qualitative Analysis. School Mental Health. 2022;15(1):78-89.
Journal Categories
Medicine
Internal medicine
Neurosciences
Biological psychiatry
Neuropsychiatry
Neurology
Diseases of the nervous system
Psychiatry
Philosophy
Psychology
Religion
Psychology
Refrences
| Title | Journal | Journal Categories | Citations | Publication Date |
|---|---|---|---|---|
Considerations for educators in supporting student learning in the midst of COVID‐19 | Psychology in the Schools |
| 34 | 2021 |
| 10.3102/0013189X211004138 | Educational Researcher |
| 2021 | |
| 10.1080/2372966X.2020.1855473 | School Psychology Review |
| 2021 | |
Trauma-Informed Care in Schools: A Necessity in the Time of COVID-19 | Beyond Behavior |
| 5 | 2021 |
‘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 |
| 257 | 2020 |
Citations
| Title | Journal | Journal Categories | Citations | Publication Date |
|---|---|---|---|---|
| Understanding Teachers’ Emotion Regulation Strategies and Related Teacher and Classroom Factors | School Mental Health |
| 2024 | |
| Mathematics Anxiety and Problem-Solving Proficiency Among High School Students: Unraveling the Complex Interplay in the Knowledge Economy | Journal of the Knowledge Economy |
| 2024 | |
| Resilience and mental health in practicing chilean teachers during the pandemic | Teaching and Teacher Education |
| 2024 | |
| Teachers’ job crafting to support their work-related well-being during the COVID-19 pandemic – A qualitative approach | Teaching and Teacher Education |
| 2024 | |
| Strategies to promote nurse educator well-being and prevent burnout: An integrative review | Teaching and Learning in Nursing |
| 2024 |
Citations Analysis
The category
Philosophy. Psychology. Religion: Psychology 15
is the most commonly referenced area in studies that cite this article. The first research to cite this article was titled Examining academicians’ COVID-19 anxiety and digitalisation in terms of different variables and was published in 2022. The most recent citation comes from a 2024 study titled Mathematics Anxiety and Problem-Solving Proficiency Among High School Students: Unraveling the Complex Interplay in the Knowledge Economy. This article reached its peak citation in 2023, with 40 citations. It has been cited in 44 different journals, 31% of which are open access. Among related journals, the Frontiers in Psychology cited this research the most, with 3 citations. The chart below illustrates the annual citation trends for this article.