Consequences of COVID-19 Confinement for Teachers: Family-Work Interactions, Technostress, and Perceived Organizational Support
| Autor: | Patricia Solís García, Sara Real Castelao, Rocío Lago Urbano |
|---|---|
| Rok vydání: | 2021 |
| Předmět: |
Technostress
Coronavirus disease 2019 (COVID-19) Health Toxicology and Mutagenesis media_common.quotation_subject Well-being education Public policy COVID-19 pandemic Sample (statistics) Article Education well-being professional-private interplay Humans Scopus Professional-private interplay psychosocial factors Pandemics Skepticism media_common perceived organizational support teachers SARS-CoV-2 Public Health Environmental and Occupational Health Perceived organizational support COVID-19 Subsidy Teachers Family work behavioral_sciences_other 3212 Salud Publica Work (electrical) JCR Psychosocial factors Educational Personnel Medicine Female School Teachers 61 Psicología Psychology Social psychology technostress |
| Zdroj: | Re-Unir. Archivo Institucional de la Universidad Internacional de La Rioja instname International Journal of Environmental Research and Public Health, Vol 18, Iss 11259, p 11259 (2021) International Journal of Environmental Research and Public Health Volume 18 Issue 21 Arias Montano. Repositorio Institucional de la Universidad de Huelva |
| Popis: | The confinement experienced due to the COVID-19 pandemic has prompted a rethink of the teaching–learning process to which teachers have responded without planning and instead used their resources. This study aimed to analyze the relationships between work–family interactions, technostress, and perceived organizational support in teachers during the confinement period in Spain that began in March 2020. An online survey was administered to 640 pre-school, primary, and secondary school teachers. Positive reciprocal work–family interactions and their relationship with organizational support were found, with differences according to gender, with women showing a more negative perception of the impact on the family. There were no marked levels of technostress in the overall sample, although higher levels of perceived ineffectiveness and skepticism were found in teachers aged 46 years or older. Teachers in private and subsidized schools showed a higher level of perceived support than those in public schools. There is a need to continue this work to verify the values of these dimensions in other contexts and to apply institutional measures and public policies to improve these indicators in this group. |
| Databáze: | OpenAIRE |
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