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] |
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قاعدة البيانات: |
Complementary Index |