Presenter(s)

• Ella Rho, University of California, Berkeley
• Brittany Liu
• Meg Stomski
• Chunyan Yang, Associate Professor, University of California, Berkeley

Abstract

Using the Job Demands-Resources model (Bakker & Demerouti, 2007), this qualitative study examined new teachers’ risk and resilience factors toward well-being and well-being indicators during the COVID-19 pandemic. We conducted semi-structured interviews with first-year K-12 teachers. The thematic analysis highlighted factors which positively and negatively influence new teachers’ well-being. Factors essential to supporting new teachers and further reducing their high attrition rates, particularly during the COVID-19 pandemic, were identified.