Covid‐19 and K‐12 teachers
Associations between mental health, job satisfaction, perceived support, and experiences of ageism and sexism
Bibliographic Data
| ID | 21739419 |
|---|---|
| Authors | Caitlin Monahan (0000-0001-6921-5008, Stony Brook University, corresponding author), Yinghao Zhang (0000-0001-5230-6376, Stony Brook University), Sheri R Levy (0000-0002-7056-179X, Stony Brook University) |
| Year | 2023 |
| Volume | 23 |
| Issue | 3 |
| Pages | 517-536 |
| Publication date | 2023-12-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Analyses of Social Issues and Public Policy (JOURNAL) |
| Journal identifiers | ISSN: 1529-7489 • E-ISSN: 1530-2415 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/asap.12358 |
| OpenAlex | W4386026214 |
| Language | EN |
| Citations received | 1 |
| References cited | 60 |
K‐12 public school teachers faced unprecedented and novel disruptions in their workplace during the first entire school year of the COVID‐19 pandemic, leading to concerns about their treatment, mental health, and job satisfaction. Between April and June 2021, 341 public U.S. K‐12 school teachers from 12 states (covering Northeast, Southeast, Midwest, Southwest, West, and Pacific Northwest) completed online surveys regarding their perceived general support, experiences of ageism and sexism, job satisfaction, and mental health. Mental health symptoms mediated the relationships between sexism, ageism, and perceived support with job satisfaction (Model 1) and job satisfaction mediated the relationships between sexism, ageism, and perceived support with mental health symptoms (Model 2). Thus, the data supported two models pointing to dual co‐existing pathways from (a) general support and (b) experiences of discrimination to both job satisfaction and mental health. These results highlight the importance of developing and implementing policies and programs that can improve teachers’ general support from their community along with addressing job satisfaction
Job satisfaction · Mental health · Pandemic · Psychiatry · COVID-19 and Mental Health · Job Satisfaction and Organizational Behavior · Medicine · Psychology · Social Psychology · Work-Family Balance Challenges
Transactional theory and research on emotions and coping
Elementary school teacher well-being and supportive measures amid Covid-19
Depression Anxiety and Stress Scales (Dass-21)
The Psychological State of Teachers During the Covid-19 Crisis
Global reach of ageism on older persons’ health
Teacher stress and burnout in urban middle schools
Covid-19-Related Mental Health Effects in the Workplace
The Ageism Survey
Teachers’ Collective Efficacy, Job Satisfaction, and Job Stress in Cross-Cultural Context
Teacher Turnover
Teacher stress and anxiety during Covid-19
Cutoff criteria for fit indexes in covariance structure analysis
In Search of Golden Rules
Advances in understanding and intervening in teacher stress and coping
The Covid-19 pandemic has increased the care burden of women and families
Disparities in Covid-19 Impacts on Work Hours and Career Satisfaction by Gender and Race among Scientists in the US
Overlooked and Underestimated
Aging in Times of the Covid-19 Pandemic
Women deserve better
We’re Not All in This Together
Old and Unemployable? How Age‐Based Stereotypes Affect Willingness to Hire Job Candidates
Ageism can be Hazardous to Women's Health
Ageism in the Workplace
The worldwide ageism crisis
Intersections of ageism toward older adults and other isms during the Covid‐19 pandemic
Teachers’ Mental Health During the Covid-19 Pandemic
Gender inequalities in the workplace
Principles and Practice of Structural Equation Modeling
| Citations per year | 1 |
|---|---|
| Citation span | 2025 - 2025 (1) |
| Highly cited | No |