Occupational Commitment of Chinese Kindergarten Teachers During the COVID-19 Pandemic: Predictions of Anti-Epidemic Action, Income Reduction, and Career Confidence

Wei, Yonggang; Wang, Lu; Tan, Li; Li, Qinglong; Zhou, Dongmei

doi:10.1007/s10643-021-01232-y

Cited by 21 publications

(22 citation statements)

References 65 publications

(70 reference statements)

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“…Some teachers were reported to have retired early in order to avoid face-to-face teaching during the pandemic. Wei et al (2021) suggest a reduction in the commitment levels of teachers due to the measures taken on teachers, such as salary reduction and changes in the work environment. Each demographic group showed a reduction in the commitment levels of teachers with a different pattern.…”

Section: Discussionmentioning

confidence: 99%

COVID-19 Impact on Teachers’ Organizational Commitment in Schools

Akartuna

Serin

2022

Front. Psychol.

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Highly committed teachers spend more effort helping their schools achieve their academic goals. The COVID-19 pandemic had a dire effect on education worldwide. However, just after a few semesters, teachers were asked to return back to schools to teach in person. This study aims to analyze the organizational commitment levels of school teachers before and after the implementation of the COVID-19 pandemic measures that resulted in a two-semester break in face-to-face teaching. In this study, a quantitative research method was utilized. Commitment levels of a total of 300 teachers were assessed in a longitudinal test by using a popular tool in order to see the relative change as a result of the COVID-19 pandemic in Cyprus. The study mainly focuses on gender, marital status, education levels, job experience, and duration of work in the organizations, and the information obtained in the form of responses was statistically analyzed. According to the results of the quantitative analysis, the sampling average for the organizational commitment was determined to be at a medium-to-high level. The commitment levels of teachers were observed to be decreased after the COVID-19 pandemic measures came to be implemented in schools. A detailed investigation of the school teachers’ commitment levels corresponding to the different demographic characteristics before COVID-19 and after the implementation of normalization measures is presented in this study.

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Section: Discussionmentioning

confidence: 99%

COVID-19 Impact on Teachers’ Organizational Commitment in Schools

Akartuna

Serin

2022

Front. Psychol.

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“…Much more, that it was made feasible by ECPs' efforts and the investment of available resources. In this vein, interviewees commonly displayed high occupational commitment during the reopening phase which accords to international literature with Chinese kindergarten teachers during COVID-19 [78]. From an infection prevention led perspective, it matters which measures are accomplished and how, but from an occupational health psychology perspective, what the consequences are for staff, too.…”

Section: Practical Implementation Of Preventive Measures and Associat...mentioning

confidence: 99%

The Impact of the Implementation of Preventive Measures Due to COVID-19 on Work Design and Early Childhood Professionals’ Well-Being—A Qualitative Study

Gritzka

Angerer

Pietrowsky

et al. 2022

IJERPH

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The reopening of child-care programs during COVID-19 demanded comprehensive preventive measures. Research to date has overlooked this reopening process as well as early childhood professionals’ (ECPs) implementation efforts and resulting changes in their work practices and well-being. As a result, this study sought insights into (1) the practical implementation of measures, (2) perceptions and evaluations of measures, (3) changes in work characteristics, and (4) its impact on well-being. Qualitative interviews were conducted with German child-care managers (N = 27) between June and August 2020. The semi-structured interviews were audio-recorded, transcribed, and content-analyzed using MAXQDA. ECPs, through a combination of high effort and engagement, ensured the feasibility of most preventive measures. This included practices which were perceived to be unreasonable or ones which were stricter than practices required for the public. This exacerbated the critical work characteristics (e.g., high workload, overtime, and multitasking) from pre-pandemic scenarios and led to new work demands (e.g., changes in work content and social interactions). ECPs maintained intensive work demands and consequently suffered from broad strain outcomes (e.g., worry, exhaustion, anger, fear of infection, and reduced psychological sense of community). This study highlights the adverse psychosocial work environment of ECPs despite the necessity of ensuring health and safety at work.

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“…The fear of the virus and the restrictions imposed due to its outbreak had a tremendous effect on mental health and changed many facets of people’s lives including at work. According to studies, the well-being and engagement of workers in general, and teachers in particular, has been affected [ 2 , 3 ]. Even before the pandemic, teaching identified as a profession that is prone to stress and burnout due to the heavy workload [ 4 ].…”

Section: Introductionmentioning

confidence: 99%

“…Two longitudinal studies comparing mental health indicators before and during the pandemic found that during the pandemic, teachers’ anxiety levels were high and that their quality of life and optimism had decreased [ 2 , 15 ]. The difficulties that teachers continue to encounter during the pandemic crisis have affected their work engagement as well [ 3 , 16 ]. Work engagement is an affective-motivational construct defined as a positive, fulfilling, work-related state of mind characterized by high levels of energy while working, strong involvement in one’s work, and concentration and engrossment in work [ 17 ].…”

Section: Introductionmentioning

confidence: 99%

Preschool Teachers’ Psychological Distress and Work Engagement during COVID-19 Outbreak: The Protective Role of Mindfulness and Emotion Regulation

Keleynikov

Benatov

Berger

2022

IJERPH

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COVID-19 has dramatically affected the mental health and work environment of the educational sector. Our primary aim was to investigate preschool teachers’ psychological distress and work engagement during the COVID-19 outbreak, while examining the possible protective role of participating in a mindfulness-based intervention geared to foster compassion (Call2Care-Israel for Teachers; C2C-IT) and emotion regulation. The prevalence of emotional distress, work engagement, and COVID-19 concerns were evaluated in 165 preschool teachers in the early stages of the COVID-19 outbreak in Israel through questionnaires. The findings showed that preschool teachers experienced increased emotional distress. Teachers who had participated in the C2C-IT intervention six months before the pandemic outbreak (N = 41) reported lower emotional distress, higher use of adaptive emotion regulation strategies, and higher work engagement, compared to their counterparts that had not participated in the intervention (N = 124). Emotion regulation strategies mediated the link between participating in CTC-IT intervention and emotional distress and work engagement. Teaching is a highly demanding occupation, especially during a pandemic, thus making it important to invest resources in empowering this population. The findings here suggest that the implementation of a mindfulness-based intervention during the school year can enhance teachers’ well-being, even during stressful events such as the COVID-19 pandemic.

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Occupational Commitment of Chinese Kindergarten Teachers During the COVID-19 Pandemic: Predictions of Anti-Epidemic Action, Income Reduction, and Career Confidence

Cited by 21 publications

References 65 publications

COVID-19 Impact on Teachers’ Organizational Commitment in Schools

COVID-19 Impact on Teachers’ Organizational Commitment in Schools

The Impact of the Implementation of Preventive Measures Due to COVID-19 on Work Design and Early Childhood Professionals’ Well-Being—A Qualitative Study

Preschool Teachers’ Psychological Distress and Work Engagement during COVID-19 Outbreak: The Protective Role of Mindfulness and Emotion Regulation

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