Reopening of Schools in the COVID-19 Pandemic: The Quality of Life of Teachers While Coping with This New Challenge in the North of Spain

Abstract

Background: This study aims to analyze how teachers perceived their quality of life when coping with the reopening of schools after their closure due to the COVID-19 pandemic. Methods: This study was carried out with a total sample of 1633 teachers from the Department of Education of the Basque Autonomous Community (Northern Spain), all of the professionals working in different educational centers, from preschool education to university studies, with the average age of 42.02 years (SD = 10.40). Main Outcome Measures: For this purpose, the Spanish version of the WHOQOL-BREF was used. Results: The highest values of perceived quality of life were found in the dimension of psychological health, followed by the dimension of physical health, the social relations dimension, and finally, the environmental dimensions. The results also revealed significant differences depending on gender, age, having a chronic illness, or living with someone who has a chronic illness, employment security, and educational sector. Conclusion: The study shows that it is important to attend to teachers’ health and quality of life, especially older teachers, those with a chronic illness, caregivers, those with job insecurity, and those who teach in preschool education.

Consequences of COVID-19 Confinement for Teachers: Family-Work Interactions, Technostress, and Perceived Organizational Support

“…Finally, the relationship between perceived organizational support and its implications for commitment has been verified in previous works [ 54 , 55 ]. In the present study, the scores on this variable were shown to reach moderate levels, in line with the results of other studies [ 9 , 10 , 11 , 12 , 13 , 14 , 15 , 16 , 17 , 18 , 19 , 20 , 21 , 22 , 23 , 24 , 25 , 26 , 27 , 28 , 29 , 30 , 31 , 32 , 33 , 34 , 35 , 36 , 37 , 38 , 39 , 40 , 41 , 42 , 43 , 44 , 45 , 46 , 47 , 48 , 49 , 50 , 51 , 52 , 53 , 54 , 55 , 56 ]. Interestingly, perceived organizational support was lower in public school teachers, who also perceived more anxiety linked to technostress when teaching during confinement and greater negative family–work interactions.…”

“…Technostress is currently considered a complex syndrome that poses an emerging risk [ 27 ]. In addition, while the research currently available on this topic is still limited [ 28 , 29 ], some studies warn that teachers, particularly at primary and infant levels, are suffering from high levels of general stress that affect their quality of life [ 30 , 31 ], a situation that might favor the development of specific stress resulting from the use of technologies—or, in other words, technostress.…”

Analysis of Fear Post COVID in First-Year Students after the Incorporation to the Classroom: Descriptive Study in University Students of Health Sciences

“…On the other hand, there are studies that have analyzed how the fear of COVID can affect the health status of the population, and specifically how it can affect the return to face-to-face teaching activities of teachers and, especially of those with chronic pathology [ 13 , 14 ]. Nevertheless, there are not many studies yet that analyze the aspects related to the return to the classroom of university students.…”

Sustainable Program Assessment Practices: A Review of the ABET and NCAAA Computer Information Systems Accreditation Process

“…Although NCAAA and ABET program assessments had considerable differences, ABET data was based on selective courses whereas NCAAA approach was more exhaustive covering all courses, but still the results in Figure 2 do not highlight many variations, as the variation threshold is almost the same for all student outcomes. We also highlight that a sustainable assessment approach requires faculty motivation and support to manage the workload of data collection and analysis [ 31 , 32 ]. Especially in the scenarios where such multiple accreditations are targeted there is a need for dedicated staff to manage the entire process with extensive collaboration with faculty members.…”

“…Establishing a sustainable assessment mechanism requires that the assessment approach is understandable to all stakeholders. In the case of multiple accreditation requirements, it is important to have a unified program mapping to avoid confusion and assessment methods should be overlapped wherever possible to minimize effort and stress on academic staff [ 31 , 32 ]. As Hossain et al [ 5 ] highlighted that institutional and program assessment activities can be merged so our findings highlight that even program accreditation efforts can be combined by developing a unified program mapping and assessment strategy resulting in one continuous improvement action plan.…”