“The students keep me hopeful”: Teacher hope during the COVID-19 pandemic

Suzanne H. Jones · LeAnn G. Putney · B. Campbell · Max Longhurst

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Optimism, Hope, and Well-being Education during COVID-19 pandemic Education Practices and Challenges

Abstract

This study examined teacher enactment of hope, specifically willpower, waypower, and agency in the shadow of the COVID-19 glare. Participants of this mixed methods study were K-12 public school classroom teachers (n = 233) in a Western US state. Quantitative survey results indicated teachers maintained moderate to high levels of hope. Qualitative survey results indicated themes of obstacles that were unique to this pandemic context as well as indicators of willpower, waypower, and agency. This study illustrates teacher resiliency and the ways in which they shifted instruction under highly strenuous circumstances. Teachers maintained hope because of their dedication to the students.

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References

2001Handbook of Positive Psychology 2000Qualitative Research Methods for the Social Sciences 1991The will and the ways: Development and validation of an individual-differences measure of hope.2002TARGET ARTICLE: Hope Theory: Rainbows in the Mind 1991The will and the ways: Development and validation of an individual-differences measure of hope.1999The hope construct, will, and ways: Their relations with self-efficacy, optimism, and general well-being 1998Levels of Analysis and the Organization of Affect 2020Canadian teachers’ attitudes toward change, efficacy, and burnout during the COVID-19 pandemic

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