Teachers' Work-Related Well-Being in Times of COVID-19: The Effects of Technostress and Online Teaching

被引:6
|
作者
Pace, Francesco [1 ]
Sciotto, Giulia [2 ]
Randazzo, Naomi Alexia [2 ]
Macaluso, Vincenza [3 ]
机构
[1] Univ Palermo, Dept Econ Business & Stat, I-90128 Palermo, Italy
[2] Univ Palermo, Dept Psychol Educ Sci & Human Movement, I-90128 Palermo, Italy
[3] Comprehens Sch Cassara Guida, I-90047 Partinico, Italy
来源
SOCIAL SCIENCES-BASEL | 2022年 / 11卷 / 10期
关键词
well-being; technostress; online teaching; meaningful work; teachers; COVID-19; MEANINGFUL WORK; EDUCATION; OUTCOMES; STRESS; IMPACT;
D O I
10.3390/socsci11100453
中图分类号
C [社会科学总论];
学科分类号
03 ; 0303 ;
摘要
Following the outbreak of the COVID-19 pandemic, one of the first measures implemented in Italy was the transition from frontal teaching to online teaching. The sudden need to use technologies to perform their job has added a source of stress to teachers' work: so-called technostress. The difficulties experienced in this transition may also have affected the perception of work-related well-being, although other variables, such as the perception of the meaningfulness of work, could alleviate this sense of uneasiness. The study aims to examine the relationships between technostress, online teaching, pleasure in working, and meaningful work perceptions among 219 teachers from different school grades through a moderated mediation model. The results confirm negative associations between technostress and pleasure in working, although this relationship varies according to the levels of perceived meaningfulness. Analyzing the factors related to teachers' perceptions of their work, both in general and during the pandemic situation, is useful for tracing new coping strategies and planning interventions to implement new teaching methods. Further implications concerning the protective role of meaningful work are discussed.
引用
收藏
页数:10
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