Teachers’ stress during Covid-19 : implications for public school leaders

Abstract: The study investigates how the COVID-19 pandemic affects the stress levels of public primary school teachers. It explores how extended crisis such as the COVID-19 pandemic exacerbates work-related stress for the teaching profession which is emotionally and physically demanding. As extended crisis occurs infrequently, and the COVID-19 pandemic is still ongoing, this study contributes to a better understanding of its effects on teacher stress and more importantly stress management. This study uses Conservation of Resources and Maslow’s Hierarchy of Needs as the theoretical framework and investigates the phenomenon through the lens of stress and support as resources, as well as needs to be fulfilled at different levels of Maslow’s hierarchy. About 120 teachers in three semi-urban public primary schools in the Zululand District were invited to participate in an online survey, including those in either DoE or SGB posts. 24 teachers responded to the survey and three completed follow-up interviews. This research indicates that teachers’ emotional and physical resources are threatened on every level of Maslow’s Hierarchy of needs during the COVID-19 pandemic. The main findings point to the complicated changes and challenges in teaching resulting from the COVID-19 pandemic and COVID-19 regulations. Teacher stress has not decreased due to small class sizes; the health status of many have deteriorated. However, many remain positive and hopeful and retain a sense of control. Overall, the top stressors have not changed much when comparing before and during the COVID-19 pandemic. Teachers largely use solo activities to assist with relaxation during the COVID-19 pandemic, and turn to family and friends for support. The potential to draw support from colleagues and management is largely unrealised.M.Ed. (Educational Leadership and Management