Cargando…
“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...
Autores principales: | , |
---|---|
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 |
_version_ | 1784621121747812352 |
---|---|
author | Padmanabhanunni, Anita Pretorius, Tyrone |
author_facet | Padmanabhanunni, Anita Pretorius, Tyrone |
author_sort | Padmanabhanunni, Anita |
collection | PubMed |
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. |
format | Online Article Text |
id | pubmed-8701926 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2021 |
publisher | MDPI |
record_format | MEDLINE/PubMed |
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 |
work_keys_str_mv | AT padmanabhanunnianita iteachthereforeiamtheserialrelationshipbetweenperceivedvulnerabilitytodiseasefearofcovid19teacheridentificationandteachersatisfaction AT pretoriustyrone iteachthereforeiamtheserialrelationshipbetweenperceivedvulnerabilitytodiseasefearofcovid19teacheridentificationandteachersatisfaction |