Title

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

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