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“I Teach, Therefore I Am”: The Serial Relationship between Perceived Vulnerability to Disease, Fear of COVID-19, Teacher Identification and Teacher Satisfaction

In early 2020, school closures were implemented globally to curb the spread of the COVID-19 pandemic. In South Africa, emergency remote teaching was not sustainable, and conventional teaching resumed in the context of the second and third waves of the pandemic, heightening fear and anxiety about inf...

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Detalles Bibliográficos
Autores principales: Padmanabhanunni, Anita, Pretorius, Tyrone
Formato: Online Artículo Texto
Lenguaje:English
Publicado: MDPI 2021
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8701926/
https://www.ncbi.nlm.nih.gov/pubmed/34948850
http://dx.doi.org/10.3390/ijerph182413243
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author Padmanabhanunni, Anita
Pretorius, Tyrone
author_facet Padmanabhanunni, Anita
Pretorius, Tyrone
author_sort Padmanabhanunni, Anita
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description In early 2020, school closures were implemented globally to curb the spread of the COVID-19 pandemic. In South Africa, emergency remote teaching was not sustainable, and conventional teaching resumed in the context of the second and third waves of the pandemic, heightening fear and anxiety about infection among teachers. The pandemic necessitated shifts in the scope of a teacher’s job, potentially impacting their professional identity and job satisfaction. This study investigated the interrelationship between teaching identification, teaching satisfaction, fear of COVID-19 and perceived vulnerability to disease among a sample of South African school teachers (n = 355). A serial mediation analysis supported the hypotheses that teaching identification mediated both the relationship between fear of COVID-19 and teacher satisfaction and the association between perceived vulnerability to disease, fear of COVID-19 and teacher satisfaction. The findings suggest that teacher identification is a potential protective factor, and strengthening professional identification can potentially assist teachers as they negotiate the uncertainty and stress associated with the current pandemic.
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spelling pubmed-87019262021-12-24 “I Teach, Therefore I Am”: The Serial Relationship between Perceived Vulnerability to Disease, Fear of COVID-19, Teacher Identification and Teacher Satisfaction Padmanabhanunni, Anita Pretorius, Tyrone Int J Environ Res Public Health Article In early 2020, school closures were implemented globally to curb the spread of the COVID-19 pandemic. In South Africa, emergency remote teaching was not sustainable, and conventional teaching resumed in the context of the second and third waves of the pandemic, heightening fear and anxiety about infection among teachers. The pandemic necessitated shifts in the scope of a teacher’s job, potentially impacting their professional identity and job satisfaction. This study investigated the interrelationship between teaching identification, teaching satisfaction, fear of COVID-19 and perceived vulnerability to disease among a sample of South African school teachers (n = 355). A serial mediation analysis supported the hypotheses that teaching identification mediated both the relationship between fear of COVID-19 and teacher satisfaction and the association between perceived vulnerability to disease, fear of COVID-19 and teacher satisfaction. The findings suggest that teacher identification is a potential protective factor, and strengthening professional identification can potentially assist teachers as they negotiate the uncertainty and stress associated with the current pandemic. MDPI 2021-12-15 /pmc/articles/PMC8701926/ /pubmed/34948850 http://dx.doi.org/10.3390/ijerph182413243 Text en © 2021 by the authors. https://creativecommons.org/licenses/by/4.0/Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
spellingShingle Article
Padmanabhanunni, Anita
Pretorius, Tyrone
“I Teach, Therefore I Am”: The Serial Relationship between Perceived Vulnerability to Disease, Fear of COVID-19, Teacher Identification and Teacher Satisfaction
title “I Teach, Therefore I Am”: The Serial Relationship between Perceived Vulnerability to Disease, Fear of COVID-19, Teacher Identification and Teacher Satisfaction
title_full “I Teach, Therefore I Am”: The Serial Relationship between Perceived Vulnerability to Disease, Fear of COVID-19, Teacher Identification and Teacher Satisfaction
title_fullStr “I Teach, Therefore I Am”: The Serial Relationship between Perceived Vulnerability to Disease, Fear of COVID-19, Teacher Identification and Teacher Satisfaction
title_full_unstemmed “I Teach, Therefore I Am”: The Serial Relationship between Perceived Vulnerability to Disease, Fear of COVID-19, Teacher Identification and Teacher Satisfaction
title_short “I Teach, Therefore I Am”: The Serial Relationship between Perceived Vulnerability to Disease, Fear of COVID-19, Teacher Identification and Teacher Satisfaction
title_sort “i teach, therefore i am”: the serial relationship between perceived vulnerability to disease, fear of covid-19, teacher identification and teacher satisfaction
topic Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8701926/
https://www.ncbi.nlm.nih.gov/pubmed/34948850
http://dx.doi.org/10.3390/ijerph182413243
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