dc.contributor.author |
Dutton, Hilary |
|
dc.contributor.author |
Sotardi, Valerie A |
|
dc.date.accessioned |
2024-01-10T00:29:15Z |
|
dc.date.available |
2024-01-10T00:29:15Z |
|
dc.date.issued |
2023-08-09 |
|
dc.identifier.citation |
(2023). Journal of Further and Higher Education, 47(7), 966-979. |
|
dc.identifier.issn |
0309-877X |
|
dc.identifier.uri |
https://hdl.handle.net/2292/67144 |
|
dc.description.abstract |
Workplace stress, burnout, and fatigue are commonplace amongst tertiary educators, and are compounded by the ongoing challenges of teaching and learning during a global pandemic. Amid efforts to identify and understand contributors to educator stress, student-teacher interactions have received relatively little attention. However, educators are often expected to engage in pastoral care when students disclose academic and personal problems. Receiving and responding to self-disclosure can be emotionally taxing, particularly in professional contexts of care, and therefore contribute to educator experiences of stress and burnout. In this study, we examined the relations between student self-disclosure and educator stress and wellbeing during the COVID-19 pandemic in New Zealand. Almost all of the 318 tertiary educators received COVID-19 related disclosures from students. Findings show that educators whose students had shared personal problems during COVID-19 were more likely to report high stress and poor wellbeing.Such communication was also associated with higher rates of workplace presenteeism, suggesting that these teachers were likely to push themselves to a level that risks illness. Fortunately, these negative impacts were ameliorated when educators also reported a sense of support in the workplace. The implications for educators and tertiary institutions are discussed, including the provision of educator training and well-resourced student support services. |
|
dc.language |
en |
|
dc.publisher |
Taylor & Francis |
|
dc.relation.ispartofseries |
Journal of Further and Higher Education |
|
dc.rights |
Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. |
|
dc.rights.uri |
https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm |
|
dc.rights.uri |
https://creativecommons.org/licenses/by/4.0/ |
|
dc.subject |
3901 Curriculum and Pedagogy |
|
dc.subject |
39 Education |
|
dc.subject |
Mind and Body |
|
dc.subject |
3 Good Health and Well Being |
|
dc.subject |
Social Sciences |
|
dc.subject |
Education & Educational Research |
|
dc.subject |
Self-disclosure |
|
dc.subject |
higher education |
|
dc.subject |
teacher stress |
|
dc.subject |
teacher wellbeing |
|
dc.subject |
presenteeism |
|
dc.subject |
NEGATIVE AFFECT SCHEDULE |
|
dc.subject |
MENTAL-HEALTH |
|
dc.subject |
SUPERVISOR SUPPORT |
|
dc.subject |
JOB-SATISFACTION |
|
dc.subject |
STAFF |
|
dc.subject |
FACULTY |
|
dc.subject |
CONSEQUENCES |
|
dc.subject |
EMPOWERMENT |
|
dc.subject |
EXPERIENCES |
|
dc.subject |
ATTITUDES |
|
dc.subject |
1301 Education Systems |
|
dc.subject |
3903 Education systems |
|
dc.title |
The impact of student self-disclosure on the stress and wellbeing of tertiary educators during the COVID-19 pandemic |
|
dc.type |
Journal Article |
|
dc.identifier.doi |
10.1080/0309877x.2023.2208053 |
|
pubs.issue |
7 |
|
pubs.begin-page |
966 |
|
pubs.volume |
47 |
|
dc.date.updated |
2023-12-04T01:44:28Z |
|
dc.rights.holder |
Copyright: The authors |
en |
pubs.end-page |
979 |
|
pubs.publication-status |
Published |
|
dc.rights.accessrights |
http://purl.org/eprint/accessRights/OpenAccess |
en |
pubs.subtype |
Article |
|
pubs.subtype |
Early Access |
|
pubs.subtype |
Journal |
|
pubs.elements-id |
1001833 |
|
dc.identifier.eissn |
1469-9486 |
|
pubs.record-created-at-source-date |
2023-12-04 |
|
pubs.online-publication-date |
2023-05-17 |
|