Teachers, Stress, and the COVID-19 Pandemic: A Qualitative Analysis.

Robinson, Luz E; Valido, Alberto; Drescher, Anne; Woolweaver, Ashley B; Espelage, Dorothy L; LoMurray, Scott; Long, Anna C J; Wright, Ashlen A; Dailey, Megan M

Robinson, Luz E; Valido, Alberto; Drescher, Anne; Woolweaver, Ashley B; Espelage, Dorothy L; LoMurray, Scott; Long, Anna C J; Wright, Ashlen A; Dailey, Megan M.

Afiliación

Robinson LE; School of Education, University of North Carolina at Chapel Hill, Chapel Hill, NC USA.
Valido A; School of Education, University of North Carolina at Chapel Hill, Chapel Hill, NC USA.
Drescher A; School of Education, University of North Carolina at Chapel Hill, Chapel Hill, NC USA.
Woolweaver AB; School of Education, University of North Carolina at Chapel Hill, Chapel Hill, NC USA.
Espelage DL; School of Education, University of North Carolina at Chapel Hill, Chapel Hill, NC USA.
LoMurray S; Sources of Strength, Lakewood, CO USA.
Long ACJ; Department of Psychology, Louisiana State University, Baton Rouge, LA USA.
Wright AA; School of Education, University of North Carolina at Chapel Hill, Chapel Hill, NC USA.
Dailey MM; School of Education, University of North Carolina at Chapel Hill, Chapel Hill, NC USA.

School Ment Health ; 15(1): 78-89, 2023.

Article en En | MEDLINE | ID: mdl-35875185

Palabras clave

COVID-19; Qualitative analysis; Teacher mental health

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Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Tipo de estudio: Qualitative_research Idioma: En Revista: School Ment Health Año: 2023 Tipo del documento: Article Pais de publicación: Estados Unidos

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