Cite

Abbasi, S., Ayoob, T., Malik, A., & Memon, S. I. (2020). Perceptions of students regarding e-learning during covid-19 at a Private Medical College. Pakistan Journal of Medical Sciences, 36(COVID19-S4). https://doi.org/10.12669/pjms.36.covid19-s4.2766 Search in Google Scholar

Ahmed, V., Opoku, A. (2022). Technology supported learning and pedagogy in times of crisis: the case of COVID-19 pandemic. Educ Inf Technol 27, 365–405. https://doi.org/10.1007/s10639-021-10706-w Search in Google Scholar

Antón-Sancho, Á., Vergara, D., Medina, E., & Sánchez-Calvo, M. (2022). Digital pandemic stress in Higher Education in Venezuela. European Journal of Investigation in Health, Psychology and Education, 12(12), 1878–1900. https://doi.org/10.3390/ejihpe12120132 Search in Google Scholar

Baloran, E. T., Hernan, J. T., & Taoy, J. S. (2021). Course satisfaction and student engagement in online learning amid covid-19 pandemic: A structural equation model. Turkish Online Journal of Distance Education, 1–12. https://doi.org/10.17718/tojde.1002721 Search in Google Scholar

Breaux, R. et al (2021). Prospective impact of Covid-19 on mental health functioning in adolescents with and without ADHD: Protective role of emotion regulation abilities. Journal of Child Psychology and Psychiatry, 62(9), 1132–1139. https://doi.org/10.1111/jcpp.13382 Search in Google Scholar

Burgerová, J., & Piskura, V. (2021). Hodnotenie a porovnanie vybraných aspektov dištančného vzdelávania počas pandémie COVID 19. Gaudeamus: Hradec Králové. Search in Google Scholar

Campbell, T. et al (2021). On the cusp of profound change: Science teacher education in and beyond the pandemic. Journal of Science Teacher Education, 32(1), 1–6. https://doi.org/10.1080/1046560x.2020.1857065 Search in Google Scholar

Cherry, K. (2021, January 18). How does prolonged stress impact your health? Verywell Mind. Retrieved November 20, 2021, from https://www.verywellmind.com/prolonged-stress-symptoms-causes-impact-and-coping-5092113 Search in Google Scholar

Collie, R. J. (2021). Covid-19 and teachers’ somatic burden, stress, and emotional exhaustion: Examining the role of principal leadership and workplace buoyancy. AERA Open, 7. https://doi.org/10.1177/2332858420986187 Search in Google Scholar

Collier, D. R., & Burke, A. (2021, October 14). Teachers are on the front lines with students in the coronavirus pandemic. The Conversation. Retrieved November 16, 2021, from https://theconversation.com/teachers-areon-the-front-lines-with-students-in-the-coronavirus-pandemic-149896 Search in Google Scholar

Edwards, D., Ryder, G., & Azoulay, A. (2020, October 5). Teachers: Leading in crisis, reimagining the future. UNICEF. Retrieved November 21, 2021, from https://www.unicef.org/press-releases/teachers-leading-crisis-reimagining-future Search in Google Scholar

Godber, K. A., & Atkins, D. R. (2021). Covid-19 impacts on teaching and learning: A collaborative autoethnography by two higher education lecturers. Frontiers in Education, 6. https://doi.org/10.3389/feduc.2021.647524 Search in Google Scholar

Harmer, J. (2015). The practice of English language teaching. Pearson Education Limited. Search in Google Scholar

Haller, T., & Novita, S. (2021). Parents’ perceptions of school support during COVID-19: What satisfies parents? Frontiers in Education, 6. https://doi.org/10.3389/feduc.2021.700441 Search in Google Scholar

Jakubowski, T. D., & Sitko-Dominik, M. M. (2021). Teachers’ mental health during the first two waves of the COVID-19 pandemic in Poland. PLOS ONE, 16(9). https://doi.org/10.1371/journal.pone.0257252 Search in Google Scholar

Johnson, S., et al (2005). The experience of work-related stress across occupations. Journal of Managerial Psychology, 20(2), 178–187. https://doi.org/10.1108/02683940510579803 Search in Google Scholar

Karakaya, F. et al (2021). Teachers’ views towards the effects of covid-19 pandemic in the education process in Turkey. Participatory Educational Research, 8(2), 17–30. https://doi.org/10.17275/per.21.27.8.2 Search in Google Scholar

Kirby, E. D. et al. (2013). Acute stress enhances adult rat hippocampal neurogenesis and activation of newborn neurons via secreted astrocytic FGF2. ELife, 2. https://doi.org/10.7554/elife.00362 Search in Google Scholar

Kokkinen, L., Kouvonen, A., Koskinen, A., Varje, P., & Väänänen, A. (2014). Differences in hospitalizations between Employment Industries, Finland 1976 to 2010. Annals of Epidemiology, 24(8). https://doi.org/10.1016/j.annepidem.2014.05.013 Search in Google Scholar

Koob, C., Schröpfer, K., Coenen, M., Kus, S., & Schmidt, N. (2021). Factors influencing study engagement during the COVID-19 pandemic: A cross-sectional study among health and Social Professions Students. PLOS ONE, 16(7). https://doi.org/10.1371/journal.pone.0255191 Search in Google Scholar

Kyriacou, C. (2001). Teacher stress: Directions for future research. Educational Review, 53(1), 27–35. https://doi.org/10.1080/00131910120033628 Search in Google Scholar

Lovibond, P. F., & Lovibond, S. H. (1995). The structure of negative emotional states: Comparison of the depression anxiety stress scales (DASS) with the Beck Depression and anxiety inventories. Behaviour Research and Therapy, 33(3), 335–343. https://doi.org/10.1016/0005-7967(94)00075-u Search in Google Scholar

McCarthy, C. J. et al. (2022). Teacher stress and covid-19: Where do we go from here? Phi Delta Kappan, 104(1), 12–17. https://doi.org/10.1177/00317217221123643 Search in Google Scholar

Neuwirth L.S., Jović S, & Mukherji B.R. (2021). Reimagining higher education during and post-COVID-19. Challenges and opportunities. Journal of Adult and Continuing Education, 27(2), 141–56. doi: 10.1177/1477971420947738 Search in Google Scholar

Ozamiz-Etxebarria, N., Idoiaga Mondragon, N., Bueno-Notivol, J., Pérez-Moreno, M., & Santabárbara, J. (2021). Prevalence of anxiety, depression, and stress among teachers during the COVID-19 pandemic: A rapid systematic review with meta-analysis. Brain Sciences, 11(9), 1172. https://doi.org/10.3390/brainsci11091172 Search in Google Scholar

Pandya, A., & Lodha, P. (2021). Social connectedness, excessive screen time during COVID-19 and mental health: A review of current evidence. Frontiers in Human Dynamics, 3. https://doi.org/10.3389/fhumd.2021.684137 Search in Google Scholar

Panisoara, I. O., Lazar, I., Panisoara, G., Chirca, R., & Ursu, A. S. (2020). Motivation and continuance intention towards online instruction among teachers during the COVID-19 pandemic: The mediating effect of burnout and Technostress. International Journal of Environmental Research and Public Health, 17(21), 8002. https://doi.org/10.3390/ijerph17218002 Search in Google Scholar

Petrakova, A., et al (2021). Characteristics of teacher stress during distance learning imposed by the COVID-19 pandemic. Voprosy Obrazovaniya / Educational Studies Moscow, (1), 93–114. https://doi.org/10.17323/1814-9545-2021-1-93-114 Search in Google Scholar

Prensky, M. (2001). Digital Natives, digital immigrants part 1. On the Horizon, 9(5), 1–6. https://doi.org/10.1108/10748120110424816 Search in Google Scholar

Pressley, T., Ha, C., & Learn, E. (2021). Teacher stress and anxiety during COVID-19: An empirical study. School Psychology (Washington, D.C.), 36(5), 367-376. doi: http://dx.doi.org/10.1037/spq0000468 Search in Google Scholar

Richardson, M., Abraham, C., & Bond, R. (2012). Psychological correlates of university students’ academic performance: A systematic review and meta-analysis. Psychological Bulletin, 138(2), 353–387. https://doi.org/10.1037/a0026838 Search in Google Scholar

Santamaría, M.D., Mondragon, N. I., Santxo, N. B., & Ozamiz-Etxebarria, N. (2021). Teacher stress, anxiety and depression at the beginning of the academic year during the COVID-19 pandemic. Global Mental Health, 8 doi: http://dx.doi.org/10.1017/gmh.2021.14 Search in Google Scholar

Saxena, A. (2020, September 16). The changing role of the educator in the new normal. Higher Education Digest. Retrieved November 16, 2021, from https://www.highereducationdigest.com/the-changing-role-of-the-educator-in-the-new-normal/ Search in Google Scholar

Schönfeld, P. et al. (2016). The effects of daily stress on positive and Negative Mental Health: Mediation through self-efficacy. International Journal of Clinical and Health Psychology, 16(1), 1–10. https://doi.org/10.1016/j.ijchp.2015.08.005 Search in Google Scholar

Stachteas, P., & Stachteas, C. (2020). The psychological impact of the COVID-19 pandemic on Secondary School Teachers. Psychiatriki, 31(4), 293–301. https://doi.org/10.22365/jpsych.2020.314.293 Search in Google Scholar

Steiner, E. D.; Woo, A. (2021) Job-Related Stress Threatens the Teacher Supply: Key Findings from the 2021 State of the U.S. Teacher Survey, Santa Monica, Calif.: RAND Corporation, RR-A1108-1, 2021. Retrieved November 17, 2021, from https://www.rand.org/pubs/research_reports/RRA1108-1.html Search in Google Scholar

Vargas Rubilar, N., & Oros, L. B. (2021). Stress and burnout in teachers during times of pandemic. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.756007 Search in Google Scholar

Winter, E., Costello, A., O’Brien, M., & Hickey, G. (2021). Teachers’ use of technology and the impact of covid-19. Irish Educational Studies, 40(2), 235–246. https://doi.org/10.1080/03323315.2021.1916559 Search in Google Scholar

Yaribeygi, H. et al. (2017). The impact of stress on body function: A review. EXCLI journal, 16, 1057–1072. https://doi.org/10.17179/excli2017-480 Search in Google Scholar

Zheng, Y., Wei, D., Li, J., Zhu, T., & Ning, H. (2016). Internet use and its impact on individual physical health. IEEE Access, 4, 5135–5142. https://doi.org/10.1109/access.2016.2602301 Search in Google Scholar