Self-compassion as key to stress resilience among first-year early childhood teachers during COVID-19: An interpretative phenomenological analysis
Document Type
Article
Publication Date
3-1-2022
Abstract
Applying self-compassion as the conceptual framework and interpretative phenomenological analysis as the methodological framework, this study investigated the lived experience of stress and stress coping among eight first-year early childhood teachers (teaching preschool-3rd grade) in the United States during COVID-19. Each teacher was interviewed via Zoom for 90 min. As synthesized by the Stress Resilience Model, the teachers’ stress resilience appeared to have been facilitated by self-compassion, reflecting seemingly a transformative journey from a place of self-judgment to self-kindness, psychological isolation to psychological connectedness, and emotional rumination to emotional mindfulness. This journey was mobilized seemingly by self-introspection and social support.
Publication Title
Teaching and Teacher Education
DOI
10.1016/j.tate.2021.103627
Recommended Citation
Chen, Jennifer J., "Self-compassion as key to stress resilience among first-year early childhood teachers during COVID-19: An interpretative phenomenological analysis" (2022). Kean Publications. 641.
https://digitalcommons.kean.edu/keanpublications/641
