School Psychology, Vol 39(5), Sep 2024, 475-487; doi:10.1037/spq0000598
Teacher stress is at an all-time high. The COVID-19 pandemic created unprecedented challenges for teachers, which resulted in a record number of teachers intending to leave the classroom citing stress as a contributing factor. Understanding teachers’ positive and negative psychological experiences, or well-being, during the height of the COVID-19 pandemic will inform teacher wellness interventions intended to keep teachers in the classroom. Two hundred forty-six teachers from a suburban school district participated in a survey of well-being indicators, including affect, perceived stress, teaching self-efficacy, and preventive coping. A latent profile analysis identified four patterns of well-being: strained, resilient, lower teaching self-efficacy, and lower emotional well-being. While many teachers were resilient during the crisis, approximately two-thirds experienced global or isolated areas of strain. Additionally, the Classroom Appraisal of Resources and Demands–Revised, a theory-driven assessment of teachers’ workplace appraisal of demands and resources, was associated with teachers’ strained and resilient well-being profiles, making it a suitable screening tool for these groups. Layered screening and tailored intervention, based on teachers’ well-being patterns, may help minimize teacher attrition during and postcrises. (PsycInfo Database Record (c) 2024 APA, all rights reserved)