Understanding Teacher Self-Efficacy to Address Students’ Social-Emotional Needs in the COVID-19 Pandemic-Reference-Cited by-同舟云学术

Understanding Teacher Self-Efficacy to Address Students’ Social-Emotional Needs in the COVID-19 Pandemic

Published:2022-05-20 Issue: Volume: Page:004208592210998
ISSN:0042-0859
Container-title:Urban Education
language:en
Short-container-title:Urban Education

Author:

Davis Cassandra R.¹^ORCID,Baker Courtney N.²,Osborn Jacqueline²,Overstreet Stacy²,

Affiliation:

1. Department of Public Policy, The University of North Carolina at Chapel Hill, Chapel Hill, NC, USA

2. Department of Psychology, Tulane University, New Orleans, LA, USA

Abstract

Teachers are returning to schools during the COVID-19 pandemic under the weight of unprecedented stressors to engage a student body that has also experienced stress and trauma. In this study, we examined how confident 454 teachers (55% Black) from 41 charter schools in New Orleans, Louisiana, were in their ability to address students’ social-emotional needs upon their return to school. Results showed that Black teachers were more likely to report a greater sense of efficacy in addressing students’ needs. Both Black and White teachers identified the top three resources needed to assist students: mental health supports, trainings, and in-class resources.

Funder

United Way of Southeast Louisiana

Publisher

SAGE Publications

Subject

Urban Studies,Education

Link

http://journals.sagepub.com/doi/pdf/10.1177/00420859221099834

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