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Administration and K-12 Teachers Promoting Stress Adaptation and Thriving: Lessons Learned from the COVID Pandemic

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  • Wendy Rowe

    (School of Leadership, Faculty of Social and Applied Sciences, Royal Roads University, Victoria, BC V9B 5Y2, Canada)

  • Jennifer Walinga

    (School of Leadership, Faculty of Social and Applied Sciences, Royal Roads University, Victoria, BC V9B 5Y2, Canada)

Abstract

Lessons learned from the effects of the COVID-19 pandemic on the well-being of teachers reveal how school administrators can promote teacher stress adaptation and thriving, even in highly disruptive work environments. In a mixed-methods study within a single school district in Canada, consisting of a survey of 65 K-12 teachers and interviews with 10 administrators and teachers, the results showed the degree to which teachers were coping, had job satisfaction, and demonstrated thriving. Interviews yielded information on the limitations of the education system response and how school district administration could provide additional key resources that would strengthen individual stress coping and resiliency, create a culture of safety and community, and lay the foundations for teacher thriving, even in challenging and disruptive conditions

Suggested Citation

  • Wendy Rowe & Jennifer Walinga, 2024. "Administration and K-12 Teachers Promoting Stress Adaptation and Thriving: Lessons Learned from the COVID Pandemic," Merits, MDPI, vol. 4(3), pages 1-17, September.
    • Handle: RePEc:gam:jmerit:v:4:y:2024:i:3:p:21-294:d:1470260
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    References listed on IDEAS

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    2. Gretchen Spreitzer & Kathleen Sutcliffe & Jane Dutton & Scott Sonenshein & Adam M. Grant, 2005. "A Socially Embedded Model of Thriving at Work," Organization Science, INFORMS, vol. 16(5), pages 537-549, October.
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