Teacher Well-Being During the COVID-19 Pandemic in Chile: Demands and Resources for Tackling Psychological DistressBienestar Docente durante la Pandemia de COVID-19 en Chile: Demandas y Recursos para Afrontar la Angustia Psicológica

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dc.contributor.authorCabezas V.
dc.contributor.authorCabezas V.
dc.contributor.authorNarea M.
dc.contributor.authorIrribarra D.T.
dc.contributor.authorNarea M.
dc.contributor.authorIcaza M.
dc.contributor.authorEscalona G.
dc.contributor.authorReyes A.
dc.date.accessioned2024-01-10T14:23:08Z
dc.date.available2024-01-10T14:23:08Z
dc.date.issued2022
dc.description.abstract© Copyright 2021 by PsykheThe COVID-19 pandemic left more than three-quarters of the world's children and young people unable to physically attend school. The crisis is putting pressure on educators and teachers to change the way they give lessons, which might be creating more stressful situations for teachers. Based on an online questionnaire administered nationwide to 6,064 Chilean teachers—enrolled through a non-probability sampling strategy during the pandemic in 2020—, exploratory and confirmatory factor analyses and linear regressions were performed, using structural equation modeling, to determine the participants' psychological distress level and how it relates to resources and demands of their educational environment as well as to sociodemographic and contextual factors. Overall, results show that the toll on psychological well-being has been heavier for female teachers, those who take care of minors and adults, and those who work in non-subsidized private schools. In addition, having more time to plan lessons and being able to balance work and home duties was found to reduce teachers' psychological distress index. Contrary to expectations, having more resources to facilitate remote work is associated with an increase in teacher psychological distress. These findings lead to reflection on the need for interventions and policies focused on teacher well-being within the context of the ongoing pandemic
dc.description.funderAgencia Nacional de Investigaci?n y Desarrollo
dc.description.funderPontificia Universidad Cat?lica de Chile y Vanessa Orrego de Elige Educar
dc.description.funderFONDECYT
dc.fuente.origenScopus
dc.identifier.doi10.7764/psykhe.2020.22427
dc.identifier.eissn07182228
dc.identifier.issn07182228 07170297
dc.identifier.scopusidSCOPUS_ID:85125521211
dc.identifier.urihttps://doi.org/10.7764/psykhe.2020.22427
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/80050
dc.information.autorucFacultad de Educación; Cabezas Gazaga, Veronica; S/I; 5067
dc.information.autorucFacultad de Ciencias Sociales; Narea Biscupovich, Marigen Soledad; S/I; 12649
dc.issue.numero1
dc.language.isoes
dc.nota.accesoSin adjunto
dc.publisherPontificia Universidad Catolica de Chile 1
dc.relation.ispartofPsykhe
dc.revistaPsykhe
dc.rightsregistro bibliográfico
dc.subjectCovid-19
dc.subjectGender
dc.subjectResources-demand model
dc.subjectTeacher psychological distress
dc.subjectTime pressure
dc.titleTeacher Well-Being During the COVID-19 Pandemic in Chile: Demands and Resources for Tackling Psychological DistressBienestar Docente durante la Pandemia de COVID-19 en Chile: Demandas y Recursos para Afrontar la Angustia Psicológica
dc.typeartículo
dc.volumen31
sipa.codpersvinculados5067
sipa.codpersvinculados12649
sipa.indexScopus
sipa.trazabilidadCarga SIPA;09-01-2024
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