Perceived stress and wellbeing in Romanian teachers during the COVID‐19 pandemic: The intervening effects of job crafting and problem‐focused coping

Cucu-Ciuhan, Geanina; Nicolau, Ruxandra Gabriela; Iliescu, Dragoş

doi:10.1002/pits.22728

Cited by 14 publications

(14 citation statements)

References 26 publications

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“…Thus, the teachers’ responses to our questionnaire indicated that their perceived stress was proportionally higher than that recorded in teachers during the SARS epidemic in 2003. A similar study on teachers’ stress in Romania during the COVID-19 pandemic reported a mean perceived stress of 2.35 (out of 5) using the 14-item Perceived Stress Scale [ 66 ], which was lower than that measured in our study. Our findings are comparable with the key results presented in a recent systematic review [ 67 ], in which the rate of reported stress symptoms ranged from 8.1% to 81.9% in studies of the general population in China, Spain, Italy, Iran, the United States, Turkey, Nepal, and Denmark during the first 6 months of the COVID-19 pandemic.…”

Section: Discussioncontrasting

confidence: 86%

“…Self-endangering work behaviours can be viewed as a coping mechanism when workers are challenged with large workloads and significant needs for self-organisation [ 37 ]. During the pandemic, increased workloads, work demands and working hours have been reported by teachers and educators around the world [ 19 , 66 ]. Teachers have been required to immediately transition to remote teaching, which became a major stressor in their work [ 19 , 82 ].…”

Section: Discussionmentioning

confidence: 99%

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Teachers’ Well-Being and Associated Factors during the COVID-19 Pandemic: A Cross-Sectional Study in Hong Kong, China

Lau

Shum

Man

et al. 2022

IJERPH

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School teachers have faced many challenges due to the coronavirus disease-2019 (COVID-19) pandemic and public health-related containment measures. Recent studies have demonstrated high levels of stress and mental health issues among school teachers. To better understand teacher well-being and inform practices to support them in the face of the ongoing pandemic, we aimed to assess perceived stress, well-being and associated factors among school teachers in Hong Kong, China. For this cross-sectional study, we employed a self-reported questionnaire to assess teacher well-being as an indicator of mental health. Drawing on quantitative data obtained from 336 teachers in Hong Kong from April 2021 to February 2022, we assessed workloads, work-related sense of coherence, perceived stress, secondary burnout symptoms (i.e. intensification of work and exhaustion related to work situation), self-endangering work behaviours and satisfaction with work. Bivariate and multivariate analyses were performed to examine the associations between well-being, demographic and work characteristics. A high percentage (87.6%) of teachers had high levels of perceived stress, which was positively associated with extensification of work (r = 0.571, p < 0.01), intensification of work (r = 0.640, p < 0.01) and exhaustion related to work situation (r = 0.554, p < 0.01). A multilinear regression model adjusted for age and gender was computed to detect predictors of teachers’ well-being index values (F(12, 296) = 41.405, p < 0.001, R2 = 0.627). A higher WHO-5 score was associated with (1) higher teaching hours (B = 0.235, 95% CI = 0.093, 0.413, p = 0.002); (2) higher work-related sense of coherence (B = 2.490, 95% CI = 0.209, 4.770, p = 0.032); (3) higher work satisfaction (B = 5.410, 95% CI = 2.979, 7.841, p < 0.001); (4) lower level of exhaustion related to work situations (B = −9.677, 95% CI = −12.279, −7.075, p < 0.001); and (5) lower level of psychosomatic complaints (B = −4.167, 95% CI = −6.739, −7.075, p = 0.002). These findings highlight the critical need to allocate more attention and resources to improve the mental health of school teachers in Hong Kong. The findings can also inform the development of psychological and organisational interventions and support mechanisms for teachers during the prolonged COVID-19 pandemic and in preparation for future stressful scenarios. Safeguarding the well-being and mental health of teachers is important for improving the quality of teaching and learning environments and the mental health of school students.

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Section: Discussioncontrasting

confidence: 86%

Section: Discussionmentioning

confidence: 99%

Teachers’ Well-Being and Associated Factors during the COVID-19 Pandemic: A Cross-Sectional Study in Hong Kong, China

Lau

Shum

Man

et al. 2022

IJERPH

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“…Moreover, recent studies give insight into mechanisms explaining teachers’ well-being in forced remote work. The effect of teachers’ stress on well-being is mediated by job crafting for people that score low on problem-focused coping [ 8 ]. On the other hand, Gao et al [ 9 ] confirmed the problem-focused coping strategy as a direct mechanism for maintaining good health and reducing the risk of developing PTSD in the face of stress.…”

Section: Introductionmentioning

confidence: 99%

Teachers’ Well-Being Forced to Work from Home Due to COVID-19 Pandemic: Work Passion as a Mediator

Kasprzak

Mudło-Głagolska

2022

IJERPH

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Background: This study examines the relationship between perceived demands (workload and organizational constraints) of teachers’ work during the online period of schooling during the COVID-19 crisis and well-being (emotions, engagement, and job crafting), with work passion as a mediator. Methods: The survey was carried out on a sample of 383 teachers during the first wave of the COVID-19 pandemic. The Scale of Organizational Constraints and the Workload Scale, the Passion Scale adapted for work, the Job Crafting Questionnaire, the Utrecht Scale of Work Engagement, and the Scale of Positive and Negative Experience was used. Results: Harmonious passion strengthened the positive relationships between workload and organizational constraints and job crafting and weakened the negative relationship with positive emotions and the positive one with negative emotions. The positive relationship between workload and engagement has been strengthened by harmonious passion. The negative relationship between organizational constraints and engagement became positive and weaker. Relationships between variables were weakened, i.e., workload and engagement, organizational constraints and job crafting, or strengthened, i.e., organizational constraints and engagement, by an obsessive passion. In tested models, obsessive passion has the opposite effect and is weaker than harmonious passion. Conclusion: The structural equation modeling (SEM) confirmed that work passion, mainly harmonious, is a mechanism explaining the relationship between the demands of forced work from home with teachers’ well-being.

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“…They were multi-tasking (Gold et al, 2009), workload (Gold et al, 2009Simbula et al, 2012;Vazi et al, 2013;Vesely et al, 2013;Bermejo-Toro et al, 2015;Desrumaux et al, 2015;Yerdelen et al, 2016;Helms-Lorenz & Maulana, 2016;Skaalvik & Skaalvik, 2017;Alvarado & Bretones, 2018;Alloh et al, 2019;Braun et al, 2019;Soykan et al, 2019;Brady & Wilson, 2020;Carroll et al, 2020;Farley & Chamberlain, 2021;Hepburn et al, 2021a;Ibrahim et al, 2021;Tebben et al, 2021;Billett et al, 2022), lack of professional recognition and appreciation, administration overload, role conflict, poor working condition, time pressure, lack of recourses and technology, appeared as organisational factors which contributed to teachers' stress. Workload was the prominent category which was recorded in most of the studies to be the key factor for emotional exhaustion among teachers (Bower & Carroll, 2017) and burn out (Chang, 2009). Often inseparably connected with workload was due to increasing work demands from leadership team, extensive student performance and short deadlines.…”

Section: Organisational Stress Factorsmentioning

confidence: 99%

Prevalence of stress and its relevance on psychological well-being of the teaching profession: A scoping review

et al. 2023

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Background: Well-being among teachers contributes toward quality work and better student support. Teachers’ well-being persists to be a concern in school settings; there is a lacuna in understanding the concept of well-being among them. This scoping review identifies the stress factors and map their association with the psychological well-being of teachers employed in schools. Additionally, to identify the methodology and the interventions used in reducing teachers' stress and their relevance on their psychological well-being. Methods: First, Pubmed, Web of Science, and Scopus databases were searched for eligible studies with MeSH terms for stress factors, well-being, and teachers from 2010 to 2022. Identified studies were screened thoroughly and excluded or included based on prior established criteria. Data from the included studies were extracted and summarized according to the study protocol. Results: Among the 60 studies that met our inclusion criteria, the majority were quantitative, with cross-sectional studies. Several studies focused on emotional exhaustion, depersonalization, and diminished personal accomplishment aspect among teachers. Almost half of the included studies focused on organizational and social pressures such as administration workload, classroom management issues, lack of supervisor and team support, students’ behaviour, and pressure from parents. The most used interventions to overcome stress were coping strategies and mindfulness training intervention tools. Conclusions: The findings from the current scoping review will reveal the different stressors which impact psychological well-being. Focus on the most used interventions to overcome stress among schoolteachers. This will also provide recommendations to regulators and management to identify the factors causing stress among teachers and their relevance to their psychological well-being, overcome employee turnover and absenteeism issues. Also, different alternatives available to reduce the stress may benefit the stakeholders and policymakers to confirm a suitable intervention that will benefit the teaching profession.

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Perceived stress and wellbeing in Romanian teachers during the COVID‐19 pandemic: The intervening effects of job crafting and problem‐focused coping

Cited by 14 publications

References 26 publications

Teachers’ Well-Being and Associated Factors during the COVID-19 Pandemic: A Cross-Sectional Study in Hong Kong, China

Teachers’ Well-Being and Associated Factors during the COVID-19 Pandemic: A Cross-Sectional Study in Hong Kong, China

Teachers’ Well-Being Forced to Work from Home Due to COVID-19 Pandemic: Work Passion as a Mediator

Prevalence of stress and its relevance on psychological well-being of the teaching profession: A scoping review

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