Condolences and congratulations: COVID-19 pressures on higher education faculty

Striking a Balance between Work and Play: The Effects of Work–Life Interference and Burnout on Faculty Turnover Intentions and Career Satisfaction

“…The ongoing rise of COVID-19-pandemic-related stressors and unrelenting/accelerating work expectations has further exacerbated burnout among faculty [ 3 ]. Emerging studies suggest that the pandemic has blurred the boundaries between individuals’ work and personal life, leading to more unequal work–life balances amongst faculty members [ 4 , 5 ]. From a psychological perspective, the COVID-19-induced shift to virtual/online formats for teaching and learning creates additional stress and challenge to faculty members due to the increased demands for student support and workload in the absence of face-to-face interactions [ 5 ].…”

“…Emerging studies suggest that the pandemic has blurred the boundaries between individuals’ work and personal life, leading to more unequal work–life balances amongst faculty members [ 4 , 5 ]. From a psychological perspective, the COVID-19-induced shift to virtual/online formats for teaching and learning creates additional stress and challenge to faculty members due to the increased demands for student support and workload in the absence of face-to-face interactions [ 5 ]. Moreover, the demands of the pandemic and its innumerable effects have placed additional pressure on faculty and, in many ways, limiting their ability to initiate research without decreasing the pressure and expectation to publish [ 6 ], thus further increasing risks of burnout.…”

Perceptions of the <i>Book Creator</i>’s role as a forefront of SEL during the COVID-19 pandemic

“…Online learning requires students to exercise a series of skills such as self-regulation and navigating in online learning, balancing between studies, and taking care of one's well-being and the family, sharing physical space with the family. Each of these factors alone and all of them combined, diminish the ability of lecturers to teach in a way that promotes SEL (Kamei & Harriott, 2021;Oyarzun et al, 2021;Schmidt-Crawford et al, 2021;Zieher et al, 2021). These considerable interferences that emerged during the COVID-19 lockdowns often disrupted student routine, impeded social interaction, and negatively affected their psycho-social health (Basaran & Yalman, 2022;Schmidt-Crawford et al, 2021).…”

“…Teachers and students were forced to conform gradually to a digital educational platform-a challenge for all users (Li & Yu, 2022). Lecturers on every level were required to meet new expectations while entering lockdown situations (Corcuera & Alvarez, 2022;Schmidt-Crawford et al, 2021) and to provide solutions for distant learning in satiation of emergency remote education , while college students stayed at home, following strict quarantine regulations (Vlachopoulos, 2020). Throughout emergency remote education and lockdown periods, lecturers were required to provide solutions for two issues: the first was technological.…”

“…The lecturers were compelled to combine suitable technological tools according to the needs of their pedagogy to accommodate emergency remote education (Liu et al, 2021). These conditions created by emergency remote education had emotional and psychological ramifications for most of the students (Schmidt-Crawford et al, 2021). In many cases, the physical distance neutralized the personal interaction and caused a sense of disconnection and social isolation (Banerjee & Rai, 2020;Oyarzun et al, 2021).…”