Consequences of COVID-19 Confinement for Teachers: Family-Work Interactions, Technostress, and Perceived Organizational Support
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..
| Medienart: |
E-Artikel |
|---|
| Erscheinungsjahr: |
2021 |
|---|---|
| Erschienen: |
2021 |
| Enthalten in: |
Zur Gesamtaufnahme - volume:18 |
|---|---|
| Enthalten in: |
International Journal of Environmental Research and Public Health - 18(2021), 11259, p 11259 |
| Sprache: |
Englisch |
|---|
| Beteiligte Personen: |
Patricia Solís García [VerfasserIn] |
|---|
| Links: |
doi.org [kostenfrei] |
|---|
| Themen: |
COVID-19 pandemic |
|---|
| doi: |
10.3390/ijerph182111259 |
|---|
| funding: |
|
|---|---|
| Förderinstitution / Projekttitel: |
|
| PPN (Katalog-ID): |
DOAJ062912011 |
|---|
| LEADER | 01000caa a22002652 4500 | ||
|---|---|---|---|
| 001 | DOAJ062912011 | ||
| 003 | DE-627 | ||
| 005 | 20230502115300.0 | ||
| 007 | cr uuu---uuuuu | ||
| 008 | 230228s2021 xx |||||o 00| ||eng c | ||
| 024 | 7 | |a 10.3390/ijerph182111259 |2 doi | |
| 035 | |a (DE-627)DOAJ062912011 | ||
| 035 | |a (DE-599)DOAJ075dc051fc6f48d18cdc6d2972619c40 | ||
| 040 | |a DE-627 |b ger |c DE-627 |e rakwb | ||
| 041 | |a eng | ||
| 100 | 0 | |a Patricia Solís García |e verfasserin |4 aut | |
| 245 | 1 | 0 | |a Consequences of COVID-19 Confinement for Teachers: Family-Work Interactions, Technostress, and Perceived Organizational Support |
| 264 | 1 | |c 2021 | |
| 336 | |a Text |b txt |2 rdacontent | ||
| 337 | |a Computermedien |b c |2 rdamedia | ||
| 338 | |a Online-Ressource |b cr |2 rdacarrier | ||
| 520 | |a 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. | ||
| 650 | 4 | |a psychosocial factors | |
| 650 | 4 | |a professional-private interplay | |
| 650 | 4 | |a COVID-19 pandemic | |
| 650 | 4 | |a well-being | |
| 650 | 4 | |a teachers | |
| 650 | 4 | |a education | |
| 653 | 0 | |a Medicine | |
| 653 | 0 | |a R | |
| 700 | 0 | |a Rocío Lago Urbano |e verfasserin |4 aut | |
| 700 | 0 | |a Sara Real Castelao |e verfasserin |4 aut | |
| 773 | 0 | 8 | |i In |t International Journal of Environmental Research and Public Health |d MDPI AG, 2005 |g 18(2021), 11259, p 11259 |w (DE-627)DOAJ000006807 |x 16604601 |7 nnns |
| 773 | 1 | 8 | |g volume:18 |g year:2021 |g number:11259, p 11259 |
| 856 | 4 | 0 | |u https://doi.org/10.3390/ijerph182111259 |z kostenfrei |
| 856 | 4 | 0 | |u https://doaj.org/article/075dc051fc6f48d18cdc6d2972619c40 |z kostenfrei |
| 856 | 4 | 0 | |u https://www.mdpi.com/1660-4601/18/21/11259 |z kostenfrei |
| 856 | 4 | 2 | |u https://doaj.org/toc/1661-7827 |y Journal toc |z kostenfrei |
| 856 | 4 | 2 | |u https://doaj.org/toc/1660-4601 |y Journal toc |z kostenfrei |
| 912 | |a GBV_USEFLAG_A | ||
| 912 | |a GBV_DOAJ | ||
| 912 | |a SSG-OLC-PHA | ||
| 951 | |a AR | ||
| 952 | |d 18 |j 2021 |e 11259, p 11259 | ||