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Structural Supports to Promote Teacher Well-Being. Brief No. 19

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Title: Structural Supports to Promote Teacher Well-Being. Brief No. 19
Language: English
Authors: Santoro, Doris A., Price, Olga Acosta, EdResearch for Recovery Project, Annenberg Institute for School Reform at Brown University, Results for America, George Washington University (GW), Center for Health and Health Care in Schools
Source: EdResearch for Recovery Project. 2021.
Availability: EdResearch for Recovery Project. Available from: Annenberg Institute for School Reform at Brown University. 164 Angell St., 2nd floor, Providence, RI 02906. Tel: 401-863-7990; e-mail: annenberg@brown.edu; Web site: https://www.annenberginstitute.org/recovery
Peer Reviewed: N
Page Count: 6
Publication Date: 2021
Sponsoring Agency: Bill and Melinda Gates Foundation
Document Type: Reports - Descriptive
Education Level: Elementary Secondary Education
Descriptors: Elementary Secondary Education, Teaching Conditions, Well Being, Teacher Burnout, Job Satisfaction, COVID-19, Pandemics, Teacher Morale, Coping, School Culture, Social Justice, Racial Bias, Administrator Role, Participative Decision Making, Trauma, Stress Variables, Stress Management, Barriers, Depression (Psychology), Anxiety, Access to Health Care, Trust (Psychology), Interpersonal Communication
Abstract: This brief is one in a series aimed at providing K-12 education decision makers and advocates with an evidence base to ground discussions about how to best serve students during and following the novel coronavirus pandemic. It addresses one central question: What does the research say about structural supports that enable teacher well-being? In order to answer this question, the brief breaks down the issue into three points: (1) Burnout and demoralization are meaningfully different forms of work dissatisfaction that each affect teachers' ability to do their jobs and influence decisions to remain in the profession; (2) System and school conditions contribute to or buffer against demoralization and burnout in ways that directly affect the lives of both teachers and students; and (3) Evidence is growing that the pandemic has increased demoralization and burnout among many teachers. Based on these points, the brief provides six strategies to consider and two strategies to avoid. [This brief was co-prepared by Bowdoin College.]
Abstractor: ERIC
Entry Date: 2022
Accession Number: ED617047
Database: ERIC
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  Data: Structural Supports to Promote Teacher Well-Being. Brief No. 19
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  Data: EdResearch for Recovery Project. Available from: Annenberg Institute for School Reform at Brown University. 164 Angell St., 2nd floor, Providence, RI 02906. Tel: 401-863-7990; e-mail: annenberg@brown.edu; Web site: https://www.annenberginstitute.org/recovery
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  Data: Bill and Melinda Gates Foundation
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Conditions%22">Teaching Conditions</searchLink><br /><searchLink fieldCode="DE" term="%22Well+Being%22">Well Being</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Burnout%22">Teacher Burnout</searchLink><br /><searchLink fieldCode="DE" term="%22Job+Satisfaction%22">Job Satisfaction</searchLink><br /><searchLink fieldCode="DE" term="%22COVID-19%22">COVID-19</searchLink><br /><searchLink fieldCode="DE" term="%22Pandemics%22">Pandemics</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Morale%22">Teacher Morale</searchLink><br /><searchLink fieldCode="DE" term="%22Coping%22">Coping</searchLink><br /><searchLink fieldCode="DE" term="%22School+Culture%22">School Culture</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Justice%22">Social Justice</searchLink><br /><searchLink fieldCode="DE" term="%22Racial+Bias%22">Racial Bias</searchLink><br /><searchLink fieldCode="DE" term="%22Administrator+Role%22">Administrator Role</searchLink><br /><searchLink fieldCode="DE" term="%22Participative+Decision+Making%22">Participative Decision Making</searchLink><br /><searchLink fieldCode="DE" term="%22Trauma%22">Trauma</searchLink><br /><searchLink fieldCode="DE" term="%22Stress+Variables%22">Stress Variables</searchLink><br /><searchLink fieldCode="DE" term="%22Stress+Management%22">Stress Management</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Depression+%28Psychology%29%22">Depression (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Anxiety%22">Anxiety</searchLink><br /><searchLink fieldCode="DE" term="%22Access+to+Health+Care%22">Access to Health Care</searchLink><br /><searchLink fieldCode="DE" term="%22Trust+%28Psychology%29%22">Trust (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+Communication%22">Interpersonal Communication</searchLink>
– Name: Abstract
  Label: Abstract
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  Data: This brief is one in a series aimed at providing K-12 education decision makers and advocates with an evidence base to ground discussions about how to best serve students during and following the novel coronavirus pandemic. It addresses one central question: What does the research say about structural supports that enable teacher well-being? In order to answer this question, the brief breaks down the issue into three points: (1) Burnout and demoralization are meaningfully different forms of work dissatisfaction that each affect teachers' ability to do their jobs and influence decisions to remain in the profession; (2) System and school conditions contribute to or buffer against demoralization and burnout in ways that directly affect the lives of both teachers and students; and (3) Evidence is growing that the pandemic has increased demoralization and burnout among many teachers. Based on these points, the brief provides six strategies to consider and two strategies to avoid. [This brief was co-prepared by Bowdoin College.]
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  Data: ED617047
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      – Text: English
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      Pagination:
        PageCount: 6
    Subjects:
      – SubjectFull: Elementary Secondary Education
        Type: general
      – SubjectFull: Teaching Conditions
        Type: general
      – SubjectFull: Well Being
        Type: general
      – SubjectFull: Teacher Burnout
        Type: general
      – SubjectFull: Job Satisfaction
        Type: general
      – SubjectFull: COVID-19
        Type: general
      – SubjectFull: Pandemics
        Type: general
      – SubjectFull: Teacher Morale
        Type: general
      – SubjectFull: Coping
        Type: general
      – SubjectFull: School Culture
        Type: general
      – SubjectFull: Social Justice
        Type: general
      – SubjectFull: Racial Bias
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      – SubjectFull: Administrator Role
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      – SubjectFull: Participative Decision Making
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      – SubjectFull: Trauma
        Type: general
      – SubjectFull: Stress Variables
        Type: general
      – SubjectFull: Stress Management
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      – SubjectFull: Barriers
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      – SubjectFull: Depression (Psychology)
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      – SubjectFull: Anxiety
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      – SubjectFull: Access to Health Care
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      – SubjectFull: Trust (Psychology)
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      – SubjectFull: Interpersonal Communication
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      – TitleFull: Structural Supports to Promote Teacher Well-Being. Brief No. 19
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