Fear of COVID-19 and Remote Teaching Burnout of Filipino K to 12 Teachers

Carreon, Thalia; Rotas, Erwin; Cahapay, Michael B.; Garcia, Kenneth; Amador, Romina; Anoba, Jeorge Louie D.

doi:10.46661/ijeri.5853

Cited by 14 publications

(18 citation statements)

References 37 publications

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“…Of the 12 studies examining burnout, eight relied on Maslach's operationalization of burnout, applying the original Maslach Burnout Inventory (MBI; k = 6; Maslach et al, 1986) or the MBI-Educator Survey (k = 2; Maslach et al, 1996). Two studies (Panisoara et al, 2020;Carreon et al, 2021) selected and adapted items of the Oldenburg Burnout Inventory (Demerouti et al, 2003; both subscales: exhaustion and disengagement) to measure burnout in regard to distance learning. One study (Ma et al, 2021) administered an adapted version of the Job Burnout Inventory (Wang et al, 2003), a Chinese burnout inventory measuring the subscales passion burnout, energy burnout, and professional self-effectiveness burnout.…”

Section: Measures Of K− Teacher Stress and Burnoutmentioning

confidence: 99%

K−12 teachers' stress and burnout during the COVID-19 pandemic: A systematic review

et al. 2022

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We present the first systematic literature review on stress and burnout in K−12 teachers during the COVID-19 pandemic. Based on a systematic literature search, we identified 17 studies that included 9,874 K−12 teachers from around the world. These studies showed some indication that burnout did increase during the COVID-19 pandemic. There were, however, almost no differences in the levels of stress and burnout experienced by K−12 teachers compared to individuals employed in other occupational fields. School principals' leadership styles emerged as an organizational characteristic that is highly relevant for K−12 teachers' levels of stress and burnout. Individual teacher characteristics associated with burnout were K−12 teachers' personality, self-efficacy in online teaching, and perceived vulnerability to COVID-19. In order to reduce stress, there was an indication that stress-management training in combination with training in technology use for teaching may be superior to stress-management training alone. Future research needs to adopt more longitudinal designs and examine the interplay between individual and organizational characteristics in the development of teacher stress and burnout during the COVID-19 pandemic and beyond.

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Section: Measures Of K− Teacher Stress and Burnoutmentioning

confidence: 99%

K−12 teachers' stress and burnout during the COVID-19 pandemic: A systematic review

et al. 2022

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“…This finding also seems to suggest that, the content of COVID-19 information in the media with which people interact is important for the generation of discomfort in having thoughts associated with fear of COVID-19. It has been suggested that feeling uncomfortable is one of the most significant indicators of fear of COVID-19 (Barrios et al, 2020 ; Carreon et al, 2021 ). This is visible in all the countries evaluated, but even more so in Bolivia, where it has been indicated that greater exposure to information about Covid-19 in social networks was associated with a greater perception of risk and fear of the disease (Zeballos et al, 2021 ).…”

Section: Discussionmentioning

confidence: 99%

Network analysis of the relationships between conspiracy beliefs towards COVID-19 vaccine and symptoms of fear of COVID-19 in a sample of latin american countries

et al. 2022

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The present study examined how conspiracy beliefs about COVID-19 vaccines specifically relate to symptoms of fear of COVID-19 in a sample of four South American countries. A total of 1785 people from Bolivia, Colombia, Ecuador, and Peru participated, responding to a sociodemographic survey, the Fear of COVID-19 scale (FCV-19 S) and the Vaccine Conspiracy Beliefs Scale-COVID-19 (VCBS-COVID-19). Network analysis identified the most important symptoms of fear and conspiracy beliefs about COVID-19 vaccines (nodes) and the associations between them (edges). In addition, the robustness of the network of these indicators of centrality and the possible differences in the structure and connectivity of the networks between the four countries were evaluated. The results suggest that the nodes with the highest centrality were items 2 and 5 of the FCV-19 S and item 2 of the VCBS-COVID-19. Likewise, item 6 is the belief that most predicts conspiracy beliefs about vaccines against COVID-19; while item 6 was the symptom that most predicts fear of COVID-19. The findings strongly support cross-cultural similarities in the networks across the four countries rather than differences. Although it was expected that a higher presence of symptoms of fear of COVID-19 may lead people to compensate for their fear by believing in conspiratorial ideas about vaccines and, consequently, rejecting the COVID-19 vaccine, the results do not clearly show this relationship. This could lead other researchers to generate evidence to explain the differences between Latin American countries and countries in other contexts in terms of vaccination rates. This evidence could be useful to develop policies favoring vaccination against COVID-19 that are more contextualized to the Latin American region, characterized by social instability and economic recession during the pandemic.

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“…According to the definition made by Brod (1984), technostress is a modern disease that arises from the self-inadequacy to adapt to computer technologies. Since the spread of COVID-19, teachers have expressed feeling exhausted and worrisome (Carreon et al, 2021), with deteriorating mental health (Akour et al, 2020), emotional health (Idoiaga Mondragon et al, 2021) and depression (Ozamiz-Etxebarria et al, 2021). These problems experienced by teachers during online learning, especially for those who are older (Idoiaga Mondragon et al, 2021).…”

Section: Main Findingsmentioning

confidence: 99%

Teacher technostress and coping mechanisms during Covid-19 pandemic: A systematic review

2022

pegegog

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The COVID-19 pandemic has struck many countries around the world. Most countries declared a health emergency to halt the spread of COVID-19 cases, putting all citizens on lockdown. This has caused schools to implement distance learning strategies with little or no prior experience. The COVID-19 pandemic has pushed the world's education system into an unstructured, emergency remote education mode. New issues arise as a result of the change from offline to online instruction, as well as achieving work-life balance. Hence this systematics review was guided by Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) in order to identify the current research on teacher technostress. The factors that contribute to the said factor and ways of overcoming teachers' technostress during online learning would be investigated. A number of 52 related studies were accessed from Jun 2021 until September 2021 for this study. Articles published between 2019 and 2021 were sought from two leading databases which are Web of Science (WOS) and Scopus. Thus, this review systematically identifies teacher technostress and coping mechanisms during COVID-19 pandemic. It was found that several effects were caused by the technology use. In light of the result, stakeholders need to prepare a proactive way to make sure teachers are less stressed with this new norm of teaching and learning.

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Fear of COVID-19 and Remote Teaching Burnout of Filipino K to 12 Teachers

Cited by 14 publications

References 37 publications

K−12 teachers' stress and burnout during the COVID-19 pandemic: A systematic review

K−12 teachers' stress and burnout during the COVID-19 pandemic: A systematic review

Network analysis of the relationships between conspiracy beliefs towards COVID-19 vaccine and symptoms of fear of COVID-19 in a sample of latin american countries

Teacher technostress and coping mechanisms during Covid-19 pandemic: A systematic review

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