The Well-being of Staff in a Welsh Secondary School before and After a COVID-19 Lockdown
Andrew P. Smith *
Centre for Occupational and Health Psychology, School of Psychology, Cardiff University, 63 Park Place, Cardiff CF10 3AS, UK.
Arwel James
Centre for Occupational and Health Psychology, School of Psychology, Cardiff University, 63 Park Place, Cardiff CF10 3AS, UK.
*Author to whom correspondence should be addressed.
Abstract
Background: There has been extensive research on the well-being of teachers, with much of it focusing on stress and mental health problems. Recent research has led to the development of the well-being process model, which examines predictors of positive and negative well-being outcomes. Research is now required to examine this model's applicability to teachers and those who communicate in languages other than English. Well-being has also been reduced by social isolation associated with COVID-19, and it is essential to investigate the causes of this reduced well-being.
Aims: The present study had three main aims. First, to examine the applicability of the well-being process model to teachers. Secondly, to investigate a sample where teaching was in the Welsh language. Finally, to examine the response to the COVID-19 lockdown in this group and identify predictors of current and long term well-being.
Methodology: The research was approved by the ethics committee, School of Psychology, Cardiff University, and carried out with the informed consent of the volunteers (67 staff from a Welsh-medium secondary school; mean age 36.8 years, range 19-53 years; 71% female). An online survey was carried out, and regressions conducted to examine associations between the well-being process predictor variables and the well-being outcomes. Predictors of current and long term well-being were also examined.
Results: Thirty-six per cent of the sample reported high stress levels, but clinically significant anxiety and depression levels were low (7.2% anxiety; 4.4% depression). Positive well-being was predicted by high scores for psychological capital, social support, positive coping and low scores for negative work characteristics. Negative well-being was predicted by high negative work characteristics and negative coping, and low psychological capital scores. Current and long term COVID-19-related well-being was predicted by fear of infection and the stress of isolation.
Conclusion: The results confirmed the applicability of the well-being process model to Welsh secondary school staff. Lockdown during COVID-19 affected well-being, with the risk of infection and the stress of isolation being the major influences.
Keywords: Teachers, wellbeing process, COVID-19, welsh secondary school, lockdown