NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1330772
Record Type: Journal
Publication Date: 2022
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0887-8730
EISSN: N/A
Teacher Well-Being and Perceived School Climate during COVID-19 School Closure: The Case of Physical Education in Switzerland
Cece, Valérian; Guillet-Descas, Emma; Lentillon-Kaestner, Vanessa
Teacher Educator, v57 n1 p45-60 2022
School closure and distance learning during the COVID-19 lockdown had the potential to affect teachers' perception of their well-being and of the school climate. Within the teaching community, physical education (PE) teachers particularly redesigned their activities during school closures, posing both opportunities and threats. The study aim was to contribute to the understanding of the teachers' well-being experiences (burnout and engagement) and school climate perceptions during the lockdown for PE teachers in comparison with those of teachers of other subjects. The results from 188 teacher questionnaire responses revealed better psychological experiences among PE teachers in 2020 compared to those in a traditional year and compared to those of teachers of other subjects. School closure was related to higher collaboration, vigor scores and lower levels of physical fatigue for PE teachers. These positive effects for the PE teachers suggest using some profits of the COVID-19 period in normal teaching conditions
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Switzerland
Grant or Contract Numbers: N/A