التفاصيل البيبلوغرافية
| العنوان: |
Self-efficacy and well-being of female teacher educators for early childhood care and education during COVID-19. |
| المؤلفون: |
Clasquin-Johnson, Mary G., Ebrahim, Hasina B. |
| المصدر: |
South African Journal of Education; Feb2024, Vol. 44 Issue 1, p1-9, 9p |
| مصطلحات موضوعية: |
EARLY childhood educators, COVID-19 pandemic, EARLY childhood teachers, EARLY childhood education, WOMEN teachers, MASLACH Burnout Inventory, FEMINIST ethics |
| مستخلص: |
In light of the devastating effects of COVID-19 on early childhood care and education (ECCE), with this study we aimed at illuminating the self-efficacy and well-being of ECCE teacher educators, from the perspective of 9 participants in 7 higher education institutions (HEIs) across 5 South African provinces. The study, conducted by 2 ECCE teacher educators, was informed by the feminist ethics of care, combined with Bandura's Social Cognitive Theory, to understand self-efficacy, and Seligman's PERMA (positive emotions, engagement, relationships, meaning and accomplishments) theory of well-being. Semi-structured, online interviews using Microsoft Teams was used to produce the data. The findings reveal aspects that compromised self-efficacy and well-being, as well as aspects that energised them. All the participants reported that their institutions were under-prepared for the pandemic. They recognised that they lacked work-life balance and were at risk of burnout. Despite this, their resilience enabled them to develop a deeper interest and stronger commitment to their work, largely because of the support they had received from their colleagues. From the findings of the study we recognise that strong self-efficacy sustained teacher educators' professional practice despite the pandemic affecting their well-being in a negative way. In the context of building forward better and differently, this study points to the importance of developing responsive well-being programmes for staff in higher education institutions and communities of practice that are responsive to the needs of female teacher educators. [ABSTRACT FROM AUTHOR] |
|
Copyright of South African Journal of Education is the property of South African Journal of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) |
| قاعدة البيانات: |
Complementary Index |
Full Text Finder