The COVID-19 crisis has transformed the lives of teachers in ways that were previously unimaginable. According to a survey conducted by the Yale Center for Emotional Intelligence and CASEL, the three most common emotions reported by U.S. teachers during the crisis were anxiety, fear, worry, overload, and sadness. Anxiety was the most frequently mentioned emotion, with educators citing personal fears of contracting COVID-19 and broader stress around managing their own and their families' needs while working from home.
According to a study conducted by the Yale Center for Emotional Intelligence in 2017, frustrations and stress among teachers were largely due to a lack of support from their administrations around meeting students' learning needs, high-stakes testing, an ever-changing curriculum, and work-life balance. The findings presented in this survey echo the larger body of research on teacher stress and burnout, which has shown that these issues are often related to缺乏强大的领导力和负面气候，以及工作要求的增加，特别是关于测试、应对挑战的学生行为、自主权和决策能力，以及对社会情绪学习（SEL）的支持有限。
Protecting Teacher Emotional Well-being
It is essential to acknowledge that teachers are experiencing heightened levels of anxiety, stress, and burnout. The reasons for these emotions are multifaceted and include personal fears of contracting COVID-19 and the stress of managing their own and their families' needs while working full-time from home and adapting to new technologies for teaching. To promote teachers' emotional well-being, several strategies can be implemented.
Development of Emotional Skills
Teachers with stronger emotional skills are less likely to experience burnout and report greater job satisfaction. These skills include accurately recognizing emotions, understanding their causes and consequences, labeling them precisely, expressing them comfortably, and regulating them effectively. While most teachers lack formal education in emotion skills, there are opportunities for professional development in this area.
Supportive Administrations
Teachers in schools with administrators who have developed emotional skills tend to experience fewer negative emotions and report more positive emotions. These schools may also foster better relationships with students.
Building an Emotional Charter
Creating a written set of emotional expectations and behaviors for the entire faculty or school community can serve as a powerful reminder of the need to attend to emotional needs and can act as a contract between colleagues, students, and families.
##The COVID-19 crisis has placed immense stress and strain on teachers, highlighting the critical importance of supporting their emotional well-being. By understanding the sources of their emotions and taking proactive steps to address these concerns, schools can help teachers cope with the demands of the crisis and emerge stronger and more resilient once the疫情 has subsided
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