Cargando…
Development of Teachers’ Emotional Adjustment Performance Regarding Their Perception of Emotional Experience and Job Satisfaction During Regular School Operations, the First and the Second School Lockdown in Austria
Starting with the COVID-19 pandemic, research intensively investigated the effects of school lockdowns on involved stakeholders, such as teachers, students and parents. However, as research projects had to be hurriedly conducted, in-depth and longitudinal studies are lacking. Therefore, the current...
Autores principales: | , , |
---|---|
Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Frontiers Media S.A.
2021
|
Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8636143/ https://www.ncbi.nlm.nih.gov/pubmed/34867585 http://dx.doi.org/10.3389/fpsyg.2021.702606 |
_version_ | 1784608476149841920 |
---|---|
author | Lindner, Katharina-Theresa Savolainen, Hannu Schwab, Susanne |
author_facet | Lindner, Katharina-Theresa Savolainen, Hannu Schwab, Susanne |
author_sort | Lindner, Katharina-Theresa |
collection | PubMed |
description | Starting with the COVID-19 pandemic, research intensively investigated the effects of school lockdowns on involved stakeholders, such as teachers, students and parents. However, as research projects had to be hurriedly conducted, in-depth and longitudinal studies are lacking. Therefore, the current study uses data from a longitudinal study to investigate the well-being of Austrian in-service teachers during the COVID-19 pandemic. In total 256 teachers took part at both measurement waves and participated in an online survey. Standardized questionnaires were used to assess teachers’ perception of emotional experiences and job satisfaction before COVID-19 (retrospective, t1), during the first (in situ, t2) and during the second school lockdown (in situ, t3). The results indicated that the vast majority of teachers generally felt a high level of job satisfaction. However, teachers’ satisfaction decreased between regular teaching and school lockdowns. Similarly, positive emotional activation was reduced and negative activation increased. Further, results from a positive activation cross-lagged path model indicated that the lack of positive activation led to lower job satisfaction. For negative emotional activation, job satisfaction during the first school lockdown predicted negative activation at the second lockdown. |
format | Online Article Text |
id | pubmed-8636143 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2021 |
publisher | Frontiers Media S.A. |
record_format | MEDLINE/PubMed |
spelling | pubmed-86361432021-12-02 Development of Teachers’ Emotional Adjustment Performance Regarding Their Perception of Emotional Experience and Job Satisfaction During Regular School Operations, the First and the Second School Lockdown in Austria Lindner, Katharina-Theresa Savolainen, Hannu Schwab, Susanne Front Psychol Psychology Starting with the COVID-19 pandemic, research intensively investigated the effects of school lockdowns on involved stakeholders, such as teachers, students and parents. However, as research projects had to be hurriedly conducted, in-depth and longitudinal studies are lacking. Therefore, the current study uses data from a longitudinal study to investigate the well-being of Austrian in-service teachers during the COVID-19 pandemic. In total 256 teachers took part at both measurement waves and participated in an online survey. Standardized questionnaires were used to assess teachers’ perception of emotional experiences and job satisfaction before COVID-19 (retrospective, t1), during the first (in situ, t2) and during the second school lockdown (in situ, t3). The results indicated that the vast majority of teachers generally felt a high level of job satisfaction. However, teachers’ satisfaction decreased between regular teaching and school lockdowns. Similarly, positive emotional activation was reduced and negative activation increased. Further, results from a positive activation cross-lagged path model indicated that the lack of positive activation led to lower job satisfaction. For negative emotional activation, job satisfaction during the first school lockdown predicted negative activation at the second lockdown. Frontiers Media S.A. 2021-11-15 /pmc/articles/PMC8636143/ /pubmed/34867585 http://dx.doi.org/10.3389/fpsyg.2021.702606 Text en Copyright © 2021 Lindner, Savolainen and Schwab. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms. |
spellingShingle | Psychology Lindner, Katharina-Theresa Savolainen, Hannu Schwab, Susanne Development of Teachers’ Emotional Adjustment Performance Regarding Their Perception of Emotional Experience and Job Satisfaction During Regular School Operations, the First and the Second School Lockdown in Austria |
title | Development of Teachers’ Emotional Adjustment Performance Regarding Their Perception of Emotional Experience and Job Satisfaction During Regular School Operations, the First and the Second School Lockdown in Austria |
title_full | Development of Teachers’ Emotional Adjustment Performance Regarding Their Perception of Emotional Experience and Job Satisfaction During Regular School Operations, the First and the Second School Lockdown in Austria |
title_fullStr | Development of Teachers’ Emotional Adjustment Performance Regarding Their Perception of Emotional Experience and Job Satisfaction During Regular School Operations, the First and the Second School Lockdown in Austria |
title_full_unstemmed | Development of Teachers’ Emotional Adjustment Performance Regarding Their Perception of Emotional Experience and Job Satisfaction During Regular School Operations, the First and the Second School Lockdown in Austria |
title_short | Development of Teachers’ Emotional Adjustment Performance Regarding Their Perception of Emotional Experience and Job Satisfaction During Regular School Operations, the First and the Second School Lockdown in Austria |
title_sort | development of teachers’ emotional adjustment performance regarding their perception of emotional experience and job satisfaction during regular school operations, the first and the second school lockdown in austria |
topic | Psychology |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8636143/ https://www.ncbi.nlm.nih.gov/pubmed/34867585 http://dx.doi.org/10.3389/fpsyg.2021.702606 |
work_keys_str_mv | AT lindnerkatharinatheresa developmentofteachersemotionaladjustmentperformanceregardingtheirperceptionofemotionalexperienceandjobsatisfactionduringregularschooloperationsthefirstandthesecondschoollockdowninaustria AT savolainenhannu developmentofteachersemotionaladjustmentperformanceregardingtheirperceptionofemotionalexperienceandjobsatisfactionduringregularschooloperationsthefirstandthesecondschoollockdowninaustria AT schwabsusanne developmentofteachersemotionaladjustmentperformanceregardingtheirperceptionofemotionalexperienceandjobsatisfactionduringregularschooloperationsthefirstandthesecondschoollockdowninaustria |