| Autor: |
Anna Bartosiewicz, Edyta Łuszczki, Lech Zaręba, Maciej Kuchciak, Gabriel Bobula, Katarzyna Dereń, Paweł Król |
| Jazyk: |
angličtina |
| Rok vydání: |
2022 |
| Předmět: |
|
| Zdroj: |
PeerJ, Vol 10, p e13349 (2022) |
| Druh dokumentu: |
article |
| ISSN: |
2167-8359 |
| DOI: |
10.7717/peerj.13349 |
| Popis: |
Background The work of teachers during the COVID-19 pandemic created additional challenges and required them to go beyond conventional teaching methods, which in turn required teachers to be more resilient and caused stress and excessive workload. The aim of the study was to assess the level of occupational burnout, the sense of job satisfaction and the self-efficacy of primary and secondary school teachers working during the COVID-19 pandemic in Poland. Methods This is a cross-sectional descriptive study conducted among 412 teachers from randomly selected primary and secondary schools in the Podkarpacie region in Poland. The questionnaire contained socio-demographic data of the respondents and three standardized scales: The Scale of Job Satisfaction (SJS), General Self-Efficacy Scale (GSES) and Arbeitsbesorgenes Verhaltens und Erlebenmuster (AVEM). The Shapiro–Wilk, Kruskal–Wallis and Mann–Whitney U-test were used. Statistical analysis was performed with Statistica TIBCO 13.3 and R (version 3.6.1) software. Results The satisfaction with the work of the surveyed teachers was average in the job satisfaction scale. The vast majority of the surveyed teachers presented type B (overburdened risk type) of work-related behavior, and type A (overburdened risk type) in which the probability of burnout is very high. The feeling of self-effectiveness determines the level of job satisfaction and the level of professional burnout among the surveyed teachers. Job satisfaction had a statistically significant impact on the assessment of self-efficacy of the surveyed teachers (p |
| Databáze: |
Directory of Open Access Journals |
| Externí odkaz: |
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