Shifts in Stressors, Internalizing Symptoms, and Coping Mechanisms of Teachers During the COVID-19 Pandemic

[1]  K. Herman,et al.  A cognitive-behavioral approach to teacher burnout: A randomized controlled trial of a group therapy program , 2022, Anxiety, stress, and coping.

[2]  Luyao Liang,et al.  COVID-19 pandemic-related anxiety, stress, and depression among teachers: A systematic review and meta-analysis. , 2022, Work.

[3]  Farshad Ghasemi.  (Dys)functional Cognitive-Behavioral Coping Strategies of Teachers to Cope with Stress, Anxiety, and Depression , 2022, Deviant Behavior.

[4]  Francis L. Huang,et al.  Evaluation of a bibliotherapy-based stress intervention for teachers , 2022, Teaching and Teacher Education.

[5]  Timothy G. Ford,et al.  Early Childhood Distance Learning in the U.S. During the COVID Pandemic: Challenges and Opportunities , 2021, Children and Youth Services Review.

[6]  Francis L. Huang,et al.  Individual and school predictors of teacher stress, coping, and wellness during the COVID-19 pandemic. , 2021, School psychology.

[7]  Tim Pressley,et al.  Teacher stress and anxiety during COVID-19: An empirical study. , 2021, School psychology.

[8]  M. Fluharty,et al.  How have people been coping during the COVID-19 pandemic? Patterns and predictors of coping strategies amongst 26,016 UK adults , 2021, BMC Psychology.

[9]  Farshad Ghasemi.  An Adlerian-Based Empowering Intervention Program With Burned-Out Teachers , 2021, Journal of Education.

[10]  S. Overstreet,et al.  The Experience of COVID-19 and Its Impact on Teachers’ Mental Health, Coping, and Teaching , 2021, School Psychology Review.

[11]  Farshad Ghasemi.  EFL teachers’ burnout and individual psychology: The effect of an empowering program and cognitive restructuring techniques , 2021, Current Psychology.

[12]  David E. Houchins,et al.  The impact of an online stress intervention on burnout and teacher efficacy , 2021 .

[13]  K. Asbury,et al.  “My brain feels like a browser with 100 tabs open”: A longitudinal study of teachers’ mental health and well‐being during the COVID‐19 pandemic , 2021, The British journal of educational psychology.

[14]  Naiara Ozamiz-Etxebarria,et al.  The Psychological State of Teachers During the COVID-19 Crisis: The Challenge of Returning to Face-to-Face Teaching , 2021, Frontiers in Psychology.

[15]  Wenxiu Chu,et al.  Teacher wellbeing , 2020, Asia Pacific Journal of Education.

[16]  B. Moorhouse,et al.  Providing remote school-based professional support to teachers during school closures caused by the COVID-19 pandemic , 2020 .

[17]  P. MacIntyre,et al.  Language teachers’ coping strategies during the Covid-19 conversion to online teaching: Correlations with stress, wellbeing and negative emotions , 2020, System.

[18]  Evita March,et al.  Socially Connected during COVID-19: Online social connections mediate the relationship between loneliness and positive coping strategies , 2020 .

[19]  S. Reynolds,et al.  Rapid Systematic Review: The Impact of Social Isolation and Loneliness on the Mental Health of Children and Adolescents in the Context of COVID-19 , 2020, Journal of the American Academy of Child & Adolescent Psychiatry.

[20]  Ute Kaden.  COVID-19 School Closure-Related Changes to the Professional Life of a K–12 Teacher , 2020 .

[21]  Razieh Gholaminejad.  When the evil pops in: exploring the unheard voices of teachers working in private language schools in Iran concerning supervisory observation , 2020, International Journal of Leadership in Education.

[22]  K. Herman,et al.  Advances in understanding and intervening in teacher stress and coping: The Coping-Competence-Context Theory. , 2020, Journal of school psychology.

[23]  S. Folkman,et al.  Stress: Appraisal and Coping , 2020, Encyclopedia of Behavioral Medicine.

[24]  Shannon V. Ryan,et al.  Teacher stress interventions: A systematic review , 2019, Psychology in the Schools.

[25]  M. van Veldhoven,et al.  Measuring general and specific stress causes and stress responses among beginning secondary school teachers in the Netherlands , 2019 .

[26]  E. Skaalvik,et al.  Job demands and job resources as predictors of teacher motivation and well-being , 2018, Social Psychology of Education.

[27]  A. Katz,et al.  Self-Regulation , 2018, Experiential Group Therapy Interventions with DBT.

[28]  M. Helms-Lorenz,et al.  The relationship between beginning teachers’ stress causes, stress responses, teaching behaviour and attrition , 2018 .

[29]  Shannon V. Ryan,et al.  Leaving the teaching profession: The role of teacher stress and educational accountability policies on turnover intent , 2017 .

[30]  C. Travers.  Current Knowledge on the Nature, Prevalence, Sources and Potential Impact of Teacher Stress , 2017 .

[31]  Marten Scheffer,et al.  Major Depression as a Complex Dynamic System , 2016, PloS one.

[32]  J. Gross.  Emotion Regulation: Current Status and Future Prospects , 2015 .

[33]  H. Chui,et al.  Change in coping and defense mechanisms across adulthood: longitudinal findings in a European American sample. , 2014, Developmental psychology.

[34]  C. Calderón,et al.  Coping strategies and psychological well-being among teacher education students , 2012, European Journal of Psychology of Education.

[35]  M. Steinhardt,et al.  Chronic Work Stress and Depressive Symptoms: Assessing the Mediating Role of Teacher Burnout , 2011 .

[36]  C. Kyriacou.  Teacher Stress: From Prevalence to Resilience , 2011 .

[37]  K. Herman,et al.  Supporting Children's Mental Health in Schools: Teacher Perceptions of Needs, Roles, and Barriers. , 2011 .

[38]  Alexandra M. Freund,et al.  The Handbook of Life-Span Development , 2010 .

[39]  M. Chiu,et al.  Effects on teachers' self-efficacy and job satisfaction: Teacher gender, years of experience, and job stress. , 2010 .

[40]  E. Erdfelder,et al.  Statistical power analyses using G*Power 3.1: Tests for correlation and regression analyses , 2009, Behavior research methods.

[41]  Richie Poulton,et al.  Work stress precipitates depression and anxiety in young, working women and men , 2007, Psychological Medicine.

[42]  M. Guha.  APA Dictionary of Psychology , 2007 .

[43]  Shireen L. Rizvi,et al.  Changes in coping strategies, relationship to the perpetrator, and posttraumatic distress in female crime victims. , 2006, Journal of traumatic stress.

[44]  Paul W. Richardson,et al.  Who Chooses Teaching and Why? Profiling Characteristics and Motivations Across Three Australian Universities , 2006 .

[45]  N. Kaciroti,et al.  A Model of Self-Regulation for Control of Chronic Disease , 2001, Health education & behavior : the official publication of the Society for Public Health Education.

[46]  C. Carver,et al.  On the Self-Regulation of Behavior , 1998 .

[47]  E. Leventhal,et al.  Self-regulation, health, and behavior: A perceptual-cognitive approach , 1998 .

[48]  C. Carver.  You want to measure coping but your protocol’ too long: Consider the brief cope , 1997, International journal of behavioral medicine.

[49]  G. Leak,et al.  Characteristics and Correlates of Teaching Anxiety among College Psychology Teachers , 1994 .

[50]  Paul D. Williams,et al.  A user's guide to the General Health Questionnaire , 1988 .

[51]  M. J. Fimian.  Social Support and Occupational Stress in Special Education , 1986, Exceptional children.