Understanding Teacher Self-Efficacy to Address Students’ Social-Emotional Needs in the COVID-19 Pandemic

Citation

Davis, Cassandra R.; Baker, Courtney N.; Osborn, Jacqueline; & Overstreet, Stacey (Online ahead of print). Understanding Teacher Self-Efficacy to Address Students’ Social-Emotional Needs in the COVID-19 Pandemic. Urban Education (Beverly Hills Calif). PMCID: PMC9127622

Abstract

Teachers are returning to schools during the COVID-19 pandemic under the weight of unprecedented stressors to engage a student body that has also experienced stress and trauma. In this study, we examined how confident 454 teachers (55% Black) from 41 charter schools in New Orleans, Louisiana, were in their ability to address students’ social-emotional needs upon their return to school. Results showed that Black teachers were more likely to report a greater sense of efficacy in addressing students’ needs. Both Black and White teachers identified the top three resources needed to assist students: mental health supports, trainings, and in-class resources.

URL

http://dx.doi.org/10.1177/00420859221099834

Reference Type

Journal Article

Year Published

Online ahead of print

Journal Title

Urban Education (Beverly Hills Calif)

Author(s)

Davis, Cassandra R.
Baker, Courtney N.
Osborn, Jacqueline
Overstreet, Stacey

Article Type

Regular

PMCID

PMC9127622

Continent/Country

United States of America

State

Louisiana

Race/Ethnicity

White
Black
Hispanic

Sex/Gender

Men
Women

ORCiD

Davis, C - 0000-0003-4444-3113