Teachers’ wellbeing, affects, and burnout during the pandemic in Chile
Date
2022
Type:
Article
item.page.extent
8 p.
item.page.accessRights
Acceso abierto
item.contributor.advisor
ORCID:
Journal Title
Journal ISSN
Volume Title
Publisher
item.page.isbn
item.page.issn
item.page.issne
item.page.doiurl
item.page.other
item.page.references
Abstract
The COVID-19 pandemic has had a dramatic impact upon teachers across the world. In Chile, the confinement also had a negative effect on teachers’ wellbeing. However, there are no studies assessing teachers’mental health, affect, burnout, or social support during this period. Consequently, our study tested a mediation moderation model with Macro from SPSS in a sample of 635 teachers examining subjective wellbeing with the Pemberton Happiness Index, their emotions using the Positive and Negative Affect Schedule, their burnout with the Questionnaire for the Evaluation of Burnout Syndrome and their social support with the Social Support Questionnaire-Short Form. The study results suggest that the impact of burnout on teachers’ wellbeing is mediated by negative and positive emotions. Additionally, this mediation was moderated by social support levels perceived by teachers. These results confirm the importance of providing additional support to teachers during the Pandemic.
Description
item.page.coverage.spatial
item.page.sponsorship
Citation
J.J. Varela, P. Guzmán, X. Oriol et al. Teachers’ wellbeing, affects, and burnout during the pandemic in Chile, Revista de Psicodidáctica„ https://doi.org/10.1016/j.psicoe.2022.07.001
Keywords
Pandemic, Wellbeing, Affects, Burnout, Social support