COVID-19 Pandemic and Teachers’ Classroom Safety Perception, Anxiety and Coping Strategies during Instructional Delivery

Quansah F, Frimpong JB, Sambah F, Oduro P, Anin SK, Srem-Sai M, Hagan Junior JE, Schack T (2022)
Healthcare 10(5): 1-12.

Zeitschriftenaufsatz | Veröffentlicht | Englisch
 
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Autor*in
Quansah, Frank; Frimpong, James Boadu; Sambah, Francis; Oduro, Prince; Anin, Stephen Kofi; Srem-Sai, Medina; Hagan Junior, John ElvisUniBi; Schack, ThomasUniBi
Abstract / Bemerkung
Several professionals, including teachers, have been engrossed in fear of the worst happening due to COVID-19 and the rapidly evolving nature of the virus affecting the perception of safety in any working environment. This study examined teachers’ perception of classroom safety, anxiety, and coping strategies during instructional delivery in senior high schools in Ghana. Adopting the cross-sectional survey design with a quantitative approach, a convenient sample of 174 senior high school teachers in the Cape Coast Metropolis completed a questionnaire. Data were analyzed using descriptive analysis, analysis of variance, and multiple linear regression. The findings showed that teachers perceived their classroom environment as unsafe during instructional delivery amidst COVID-19 and reported modest to extreme levels of anxiety. Further, teachers with a high level of COVID-19 anxiety were found to utilize active coping strategies to manage stressful situations. The reported unsafe working environment in schools during pandemic times highlights the critical role of supportive working environments for teachers’ mental and psychological wellness. School counseling psychologists, school welfare officers, and school health coordinators should collaborate to implement interventions (e.g., social emotional learning; resilience strategies) that promote the wellbeing of teachers and a safe working environment.
Stichworte
anxiety; coping mechanisms; COVID-19; instructional delivery; safety perception; teachers
Erscheinungsjahr
2022
Zeitschriftentitel
Healthcare
Band
10
Ausgabe
5
Seite(n)
1-12
eISSN
2227-9032
Finanzierungs-Informationen
Open-Access-Publikationskosten wurden durch die Universität Bielefeld gefördert.
Page URI
https://pub.uni-bielefeld.de/record/2963132

Zitieren

Quansah F, Frimpong JB, Sambah F, et al. COVID-19 Pandemic and Teachers’ Classroom Safety Perception, Anxiety and Coping Strategies during Instructional Delivery. Healthcare. 2022;10(5):1-12.
Quansah, F., Frimpong, J. B., Sambah, F., Oduro, P., Anin, S. K., Srem-Sai, M., Hagan Junior, J. E., et al. (2022). COVID-19 Pandemic and Teachers’ Classroom Safety Perception, Anxiety and Coping Strategies during Instructional Delivery. Healthcare, 10(5), 1-12. https://doi.org/10.3390/healthcare10050920
Quansah, F., Frimpong, J. B., Sambah, F., Oduro, P., Anin, S. K., Srem-Sai, M., Hagan Junior, J. E., and Schack, T. (2022). COVID-19 Pandemic and Teachers’ Classroom Safety Perception, Anxiety and Coping Strategies during Instructional Delivery. Healthcare 10, 1-12.
Quansah, F., et al., 2022. COVID-19 Pandemic and Teachers’ Classroom Safety Perception, Anxiety and Coping Strategies during Instructional Delivery. Healthcare, 10(5), p 1-12.
F. Quansah, et al., “COVID-19 Pandemic and Teachers’ Classroom Safety Perception, Anxiety and Coping Strategies during Instructional Delivery”, Healthcare, vol. 10, 2022, pp. 1-12.
Quansah, F., Frimpong, J.B., Sambah, F., Oduro, P., Anin, S.K., Srem-Sai, M., Hagan Junior, J.E., Schack, T.: COVID-19 Pandemic and Teachers’ Classroom Safety Perception, Anxiety and Coping Strategies during Instructional Delivery. Healthcare. 10, 1-12 (2022).
Quansah, Frank, Frimpong, James Boadu, Sambah, Francis, Oduro, Prince, Anin, Stephen Kofi, Srem-Sai, Medina, Hagan Junior, John Elvis, and Schack, Thomas. “COVID-19 Pandemic and Teachers’ Classroom Safety Perception, Anxiety and Coping Strategies during Instructional Delivery”. Healthcare 10.5 (2022): 1-12.
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2022-05-19T06:41:42Z
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