This study source was downloaded by 100000900559687 from CourseHero.com on 10-17-2025 03:28:35 GMT -05:00
https://www.coursehero.com/file/251578873/Destini-Finley-Teacher-Analysis-2pdf/
5
Teacher Stress and COVID-19: A Biblical Analysis
Destini Finley
EDUC 306
Professor Lauren Falwell
September 15, 2025
5
Summary:
The article Teacher Stress and COVID-19: Where Do We Go From Here? ,provides evidence of
increasing levels of stress among teachers during the pandemic and in its aftermath. Even before
the crisis, nearly half of all teachers considered leaving the profession within five years due to
low pay and high stress, (PDK International, 2019). The sudden transition to online instruction,
ongoing health concerns, and inequities in student outcomes intensified these pressures,
(Hamilton & Ercikan, 2021; Pressley & Ha, 2021).
The authors of the article use Lazarus and Folkman’s (1984) transactional theory of stress
to describe stressors as exceeding available resources. The pandemic’s additional demands of
health anxieties, technology, and family caregiving were unequally distributed, and women
teachers bore the brunt of these factors (Klapproth et al., 2020). The article suggests balancing
stressors and resources through teacher voice, mentoring, gratitude, and trauma-informed care.
Analysis:
Through the lens of biblical teachings, the difficulties teachers are experiencing with
stress and leaving the profession are an opportunity to learn about how Christians can “bear ye
one another's burdens, and so fulfil the law of Christ” (Galatians 6:2 (KJV). Teachers take on
students’ burdens and put their own needs aside to ensure that children receive an education.
Christians should value rest and assistance in managing life’s demands. Ecclesiastes explains,
“two are better than one; because they have a good reward for their labour. For if they fall, the
one will lift up his fellow,”(Ecclesiastes 4:9-10 (KJV.). Teachers should be able to ask and
receive help when they are struggling.
The article speaks to the need for time, space, and resources to care for themselves.
Scripture affirms this principle of rest. Jesus calls out to all who are weary and burdened,
promising rest, (Matthew 11:28).God created the Sabbath as a weekly day of rest, (Exodus 20:
8–10), schools should provide built-in space and time for teachers to rest and recharge
5
themselves. The article states that expressions of gratitude can serve as antidotes to stress,
(Watkins et al., 2004). This is a reminder of 1 Thessalonians 5:18, where Christians are
commanded to “In every thing give thanks,” and through this habit, they will be strengthened.
Application:
In education, schools should value and support teachers as they do students. School
administration should implement policies grounded in compassion, rest, and mutual support.
Teachers can explore mentoring programs for support, while parents encourage gratitude and
appreciation.
Trauma-informed professional development for teachers is also consonant with Christian
compassion as it can equip teachers with skills and resources to meet their students’ needs while
caring for themselves. In conclusion, it will take a combination of both institutional support and
faith-informed practices to help teachers survive and stay in the profession. (Word Count: 450)
References:
1 Thessalonians 5:18 (KJV). (n.d.). Bible Gateway.
https://www.biblegateway.com/passage/?search=1%20Thessalonians%205%3A18&versi
on=KJV
Ecclesiastes 4:9-10 (KJV). (n.d.). Bible Gateway.
https://www.biblegateway.com/passage/?search=Ecclesiastes%204%3A9-10&version=K
JV
Exodus 20:8-10 (KJV). (n.d.). Bible Gateway.
https://www.biblegateway.com/passage/?search=%28Exodus%2020%3A%208%E2%80
%9310%29&version=KJV
Galatians 6:2 (KJV). (n.d.). Bible Gateway.
5
https://www.biblegateway.com/passage/?search=Galatians%206%3A2&version=KJV
Hamilton L.S. & Ercikan, K. (2021). COVID-19 and U.S. schools: Using data to understand and
mitigate inequities in instruction and learning. In F.M. Reimers (Ed.), Primary and
secondary education during COVID-19 (1st ed., pp. 327-329). Springer.
Klapproth, F., Federkeil, L., Heinschke, F., & Jungmann, T. (2020). Teachers' experience of
stress and their coping strategies during COVID-19 induced distance learning. Journal
of Pedagogical Research, 4 (4), 444-452.
Lazarus, R. & Folkman, S. (1984). Stress, appraisal, and coping. Springer.
Matthew 11:28 (KJV). (n.d.). Bible Gateway.
https://www.biblegateway.com/passage/?search=Matthew%2011%3A28&version=KJV
PDK International. (2019). Frustration in the schools: PDK poll of the public's attitudes toward
the public schools. Author
Watkins, P.C., Grimm, D.L., & Kolts, R. (2004). Counting your blessings: Positive memories
among grateful persons. Current Psychology, 23, 52-67.
