Perceived Stress and Indicators of Burnout in Teachers at Portuguese Higher Education Institutions (HEI)

Gender differences in autonomic and psychological stress responses among educators: a heart rate variability and psychological assessment study

Introduction

This study explores the gender differences in psychological stress perception and autonomic modulation among teachers.

Methods

Utilizing heart rate variability (HRV) as a measure of autonomic function and a suite of validated psychological tests, the study examines the discrepancies in stress, anxiety, burnout, and personality traits between male and female educators.

Results

Results indicate that despite higher reported levels of stress and anxiety, women demonstrate a higher HRV, suggesting a stronger parasympathetic response.

Discussion

These findings highlight the complex interplay between psychological stressors and physiological responses, emphasizing the need for gender-specific interventions in stress management within the educational sector. Implications for enhancing educators' well-being and performance through tailored strategies are discussed.

Difficulties among Teachers' Emotional Regulation: Analysis for the Development of Student Well-Being in Chilean Schools

INTRODUCTION

Emotional regulation, a process that involves detecting and evaluating physiological signals in response to stressful events, is a crucial aspect of preparing students for school and ensuring teachers' effectiveness, stress management, and job satisfaction.

METHOD

This research, which adopted a quantitative approach, used a non-experimental comparative and cross-sectional design with a non-probabilistic sample by convenience. The study involved the participation of n = 1321 teachers (n = 125 preschool education; n = 645 primary education; n = 417 secondary education; n = 134 higher education).

RESULTS

The results revealed significant differences in the total scores of emotional regulation difficulty between teachers at the higher education level and primary and secondary school teachers, with the latter group showing higher levels of difficulty.

DISCUSSION

The findings suggest that the impact of emotional regulation difficulties affects professional performance, highlighting the importance of interventions aimed at improving teachers' self-efficacy, resilience, and emotion regulation to reduce emotional exhaustion.

CONCLUSION

From a practical point of view, our findings underline the importance of integrating emotional regulation training into pre-service teacher education and continuous teacher professional development programs. This could improve relational dynamics between students and teachers, fostering an environment conducive to teaching and learning processes.

The impact of teachers' perceived competence in information and communication technology usage, and workplace anxiety on well-being, as mediated by emotional exhaustion

Introduction

The 2030 Sustainable Development Goals (SDGs) were adopted by the United Nations in 2015, emphasizing the importance of achieving peace, prosperity, and well-being for all people. With the outbreak of the COVID-19 pandemic, sustainable health has become an important issue. Teachers were forced to adopt distance teaching, necessitating rapid upgrading of their ICT skills and integration into e-learning, which caused tangible and intangible pressures on teachers and impacted their well-being. This study examined the effects of ICT competence on teachers' workplace anxiety, emotional exhaustion, and well-being during the pandemic from the perspective of Social Cognitive Theory (SCT).

Methods

A quantitative research methodology and a questionnaire survey with a total of 21 questions were used as the primary research design. The snowball method was employed as a sampling method for online questionnaires from September to October 2021. A total of 216 questionnaires were collected, of which four incomplete questionnaires were excluded, leaving 212 valid questionnaires, with a valid questionnaire recovery rate of 98.1%. The valid questionnaires were analyzed using Smart Pls 4.0 Partial Least Square Method Structural Equation Modeling (PLS-SEM).

Results

The study found that teachers' ICT competence could significantly reduce emotional exhaustion and enhance teachers' well-being. However, there was no significant effect on workplace anxiety. Additionally, well-being was not directly affected by workplace anxiety, and teachers' well-being needs to be mediated by emotional exhaustion to be indirectly affected. Emotional exhaustion plays an important mediating role between teachers' ICT competence and workplace stress, both of which are important mediators of well-being.

Discussion

From a practical point of view, to achieve the Sustainable Development Goals (SDGs) 2030, it is ideal to have good health and well-being for the whole person. This study facilitates the development of strategies to improve the well-being of teachers, which provides an empirical basis for the enhancement of mental health and well-being of educators.

Emotion regulation skills as a mediator of STEM teachers' stress, well-being, and burnout

The teaching profession highly stressful, and teachers are often faced with challenging situations. This is particularly the case in STEM (science, technology, engineering, and math) education, which is a uniquely demanding and challenging field. This study examined the role of emotional regulation (ER) skills in STEM teachers' stress, well-being, and burnout. The sample included 165 STEM teachers in middle and high schools who completed standard online questionnaires on ER, stress, well-being, and burnout. They were also asked to comment on three videos depicting authentic mathematical and pedagogical situations. The results indicated that contrary to popular belief, seniority was not linked with levels of stress, difficulties in ER, lower levels of well-being, or higher levels of burnout. A structural equation model and bootstrapping analysis showed teachers' levels of stress predicted their well-being, and this link between stress and well-being was mediated by teachers' level of difficulty in ER. The study highlights the importance of STEM teachers' well-being and suggests the need to reduce stress and burnout by providing tools for teachers to regulate their emotions in the classroom.

Exploring the relationship between psychosocial factors, work engagement, and mental health: a structural equation modeling analysis among faculty in Saudi Arabia

BACKGROUND

Psychosocial hazards in the workplace were identified as a considerable risk to employee mental health as well as their general well-being. Few studies were found to examine its relationship with work engagement and mental health. Thus, this study examines the relationships between psychosocial factors, work engagement, and mental health within the faculty in Saudi Arabia using structural equation modeling.

METHODS

The cross-sectional study was conducted with a sample size of 375 faculty. Data collection was done using a self-administered online survey that included instruments such as the Copenhagen Psychosocial Questionnaire (COPSOQ), Utrecht Work Engagement Scale (UWES), and General Health Questionnaire (GHQ-12). SmartPLS 3 software facilitated data analysis and included the assessment of factors. Structural equation modelling was used to examine the interplay between psychosocial factors, work engagement, and mental health.

RESULTS

The robust measurement model was characterized by high loadings (0.719 to 0.970), Cronbach's alpha (0.595 to 0.933), and composite reliability (0.807 to 0.968). Convergent and discriminant validity were confirmed using AVE and various criteria. The fit of the saturated model was superior. Burnout explained significant variance (0.585) with predictive relevance for all constructs. Notably, the impact of burnout on family conflict and the influence of stress on burnout were found to have significant effect sizes.

CONCLUSION

The study uses structural equation modeling to examine the relationships between psychosocial factors, work engagement, and mental health among faculty in Saudi Arabia. The robust measurement model demonstrated high reliability and validity, while the saturated model demonstrated excellent fit. These findings contribute to our understanding of psychosocial dynamics, work engagement, and overall health among faculty in Saudi Arabia.

Working time reduction, mental health, and early retirement among part-time teachers at German upper secondary schools - a cross-sectional study

Objective

Many secondary school teachers work part-time in order to cope with the high workload and to remain as healthy as possible until regular retirement. However, due to the acute shortage of teachers, the increase in the teaching obligation for part-time teachers (PTT) has become a topic of discussion in Germany. Whether a reduction in teaching hours is associated with benefits for mental health has not yet become evident. Therefore, this study investigated the relationship between the real working hours of PTT and their mental health as well as individual pension prognosis.

Methods

The cross-sectional study included 5,905 PTT at German upper secondary schools (female proportion: 81%, average age: 44 ± 9 years) who logged their working hours over four weeks. Four part-time groups (PTG) were formed based on the proportion of a full-time position worked: maximum (<100-90% = PTGmax - reference group - 17%), high (<90-75% = PTGhigh - 34%), medium (<75-50% = PTGmed - 40%) and low (<50% = PTGlow - 9%) teaching commitment. These groups were compared in terms of their average weekly working hours, mental health (inability to recover, risk of burnout) and predicted retirement age.

Results

The contractually agreed working time is exceeded to a relevant extent for PTT. The extent of unpaid overtime increases significantly the lower the teaching obligation is and lies on average between -0.4 (PTGmax) and 7.3 (PTGlow) hours/week. A reduction in teaching hours is neither related to the mental health of teachers nor to their decision to retire early (42%) or regularly (58%). However, predicted retirement is mainly explained by mental health status, gender and age (variance explanation: 24%, OR of predictors: maximum 2.1). One third of PTT reported inability to recover, 47% burnout symptoms and 3% a burnout syndrome.

Conclusion

Mental health is also a risk for PTT; reducing teaching hours alone does not improve it. However, good mental health increases the chance of regular retirement. Therefore, instead of a legal obligation, PTT should be encouraged to increase the number of teaching hours voluntarily in order to counteract the general shortage of teachers.

Stress, Resilience, Burnout and Study Hours in Physical Education Pre-Service Teachers-An Explanatory Model about Gender

The process of becoming a public teacher in Spain requires a long period of preparation. This long period of preparation has an impact on the psychosocial environment of the candidates. Differences have been observed in the psychosocial area according to gender in pre-service teachers. This research aims to study the relationship between the study hours per day, stress, burnout syndrome and resilience according to gender and to study the differences in the effects according to gender using multigroup equation modeling. A multigroup structural equation analysis has been proposed according to the gender of the participants. Parametric tests were used for the descriptive analysis of the results. The sample consists of 4117 participants, 1363 males and 2754 females. The instruments used to collect the data were a self-made questionnaire, Perceived Stress Questionnaire, Connor-Davidson Resilience Scale and Maslach Burnout Inventory. All the instruments have been validated and adapted to the sample. The data reveal that there are variations in the effects of the variables according to the gender of the participants. In conclusion, it is affirmed that gender is a very important factor in coping with the competitive examination process for state-public-teaching institutions, as well as in avoiding the appearance of disruptive states generated by this preparation process.

Systematic review of the relationship between burn-out and spiritual health in doctors

OBJECTIVE

To investigate the relationship between burn-out and spiritual health among medical doctors.

DESIGN

Systematic literature review and narrative synthesis of cross-sectional studies.

SETTING

Any setting, worldwide.

DATA SOURCES

Five databases were searched from inception to March 2022, including Medline, Embase, PsycINFO, Scopus and Web of Science.

ELIGIBILITY CRITERIA

Any study design that involved medical doctors (and other healthcare staff if assessed alongside medical doctors), that measured (in any way) both burn-out (or similar) and spiritual health (or similar) medical doctors.

DATA EXTRACTION AND SYNTHESIS

All records were double screened. Data extraction was performed by one reviewer and a proportion (10%) checked by a second reviewer. Quality was assessed using the Appraisal of Cross-sectional Studies tool. Due to the heterogeneity of the included studies, a narrative review was undertaken without a meta-analysis.

RESULTS

Searches yielded 1049 studies. 40 studies met eligibility criteria and were included in this review. Low reported levels of spirituality were associated with high burn-out scores and vice versa. Religion was not significantly associated with lower levels of burn-out. Few studies reported statistically significant findings, few used validated spiritual scores and most were vulnerable to sampling bias.

CONCLUSIONS

Published research suggests that burn-out is linked to spiritual health in medical doctors but not to religion. Robust research is needed to confirm these findings and develop effective interventions.

PROSPERO REGISTRATION NUMBER

CRD42020200145.

The influence of existence-relatedness-growth need satisfaction and job burnout of young university teachers: the mediating role of job satisfaction

Job burnout among young university teachers is a serious issue that can have negative consequences for their well-being and job performance, as well as students' learning outcomes. To identify protective factors for job burnout, this study examined the impacts and mechanism of satisfying existence, relatedness, and growth need on job burnout among 968 young university teachers, using the ERG needs theory framework. The results of the regression analysis and mediation analysis showed that ERG needs satisfaction significantly and negatively predicted job burnout, and job satisfaction mediated this relationship. Besides, the total effect of existence need satisfaction on job burnout was significantly smaller than that of relatedness need satisfaction and growth need satisfaction. These findings contribute to our understanding of the antecedents of young university teachers' job burnout and provide a theoretical basis for practical action to protect them from burnout by enhancing their need satisfaction and job satisfaction.

Physical activity level and factors associated with perceived stress among Peruvian university professors during the COVID-19 pandemic

Introduction

The COVID-19 pandemic led to the transition to remote work, triggering variations in stress and physical activity (PA), associated with context-specific instability.

Objective

To identify the association between perceived stress (PS) and the level of physical activity (PA) and explore its relationship with the sociodemographic, family, work and individual characteristics of professors working remotely during the COVID-19 pandemic.

Material and methods

Cross-sectional analytical study based on a virtual survey of professors. PS was assessed using the Perceived Stress Scale (PSS-14), and PA using an International Physical Activity Questionnaire. The prevalence of high PS and the association with PA were estimated using a Poisson regression analysis with robust variance that estimated crude prevalence ratios (cPR) and adjusted prevalence ratios (aPR) with a 95% confidence interval (CI). Five models were developed to assess associations of PS and PA with sociodemographic, family, work, and individual variables.

Results

The information of 191 professors was analyzed; 39.27% were women, aged 52 (41-60). The prevalence of high stress was 47.12%. The age and being head of household did not show significant individual associations with PS. However, the regression analysis assessing the association of PS and other factors showed that compared to the moderate PA group, a statistically significant association was found between stress and high PA (aPR = 0.19; 0.06-0.59), low PA (aPR = 1.43; 1.02-2.01), mainly influenced by age, being head of household and sleep quality.

Conclusion

Stress was associated with PA level, family and individual factors. These findings allow identifying characteristics, such as being head of household, age and quality of sleep among teachers, as being associated with a higher probability of having high stress. Subsequent studies should consider the role of individuals and working conditions as part of occupational health surveillance, given the presence of hybrid education in the education sector.

An Examination of the Relationships between Psychological Resilience, Organizational Ostracism, and Burnout in K-12 Teachers through Structural Equation Modelling

Psychological resilience, burnout, and ostracism are significant variables that may affect teachers' performance and well-being. While psychological resilience is the ability of individuals to cope with the challenges of life/work and could support teachers in performing their profession, burnout (i.e., high levels of emotional exhaustion and desensitization) and ostracism (i.e., being ignored by others in the workplace) could lead to serious negative outcomes for both teachers and the educational system. Despite their significance, studies addressing the relationships between these variables are rare. Therefore, this study aimed to investigate the relationships between teachers' psychological resilience, burnout, and organizational ostracism. The study used structural equation modeling (SEM) to test the hypothetical relationships between these variables. The participants were selected using a simple random sampling method among K-12 teachers working in Elazig, Turkey. The data were collected using Psychological Resilience Scale-Short Form, Organizational Ostracism Scale, and Burnout Syndrome Inventory-Short Form. Data obtained from 309 K-12 teachers were analyzed using path analysis. The findings showed that teachers' psychological resilience was quite low, whilst they experienced high levels of burnout and organizational ostracism. The results also showed a negative relationship between their psychological resilience and organizational ostracism and burnout while determining a positive relationship between ostracism and burnout. Psychological resilience was determined to have a moderating role in the relationship between organizational ostracism and burnout. Implications were suggested for both research and practice.

The level of perceived stress, burnout, self-efficacy, and coping strategies among physiotherapy academicians during the COVID-19 lockdown

BACKGROUND

During the coronavirus 2019 (COVID-19) pandemic, academicians were juggling their personal and professional life amid lockdown while trying to deliver maximum knowledge through online classes. This chronic stress is emotionally draining and can eventually lead to burnout.

OBJECTIVE

To examine the levels of perceived stress and burnout and examine the effects of self-efficacy and coping in reducing stress and preventing burnout in academicians during the COVID-19 lockdown.

METHODS

This survey included 63 physiotherapy academicians from various physiotherapy colleges in India. Assessments used to collect data were the Perceived Stress Scale, Oldenburg Burnout Inventory, General Perceived Self-Efficacy Scale, and the Brief Resilient Coping Scale. The data was collected through Google Forms and sent through an online mode via various social media apps.

RESULTS

This study revealed that the majority of the physiotherapy academicians were experiencing moderate levels of stress eventually leading to burnout. Stress levels were higher in academicians with more than 10 years of experience. Also, self-efficacy and resilient coping were negatively correlated with perceived stress and burnout.

CONCLUSION

Academicians experienced increasing amounts of stress during the COVID-19 pandemic, which, if not addressed on time, can lead to job burnout.

The Impacts of Work-Life Balance on the Emotional Exhaustion and Well-Being of College Teachers in China

UN Sustainable Development Goal 3 states that “Ensuring healthy lives and promoting well-being at all ages is essential to sustainable development.” The sustainable well-being of college teachers deserves attention. Currently, college teachers in China are facing enormous challenges and pressures, which may increase their emotional exhaustion (EE) and hinder the sustainable development of their well-being (WB). Therefore, this study examined Chinese college teachers’ well-being in relation to their work-life balance (WLB) and EE. An online survey was conducted. The valid subjects included 586 college teachers (367 females, 62.6%). We assessed their WLB, EE, and WB. The results revealed that among the Chinese college teachers, (1) WLB was negatively correlated with EE, but positively correlated with WB; EE was negatively correlated with WB; (2) EE partially mediated the relationship between WLB and WB; and (3) College teachers who are male, class tutors, and in public colleges scored higher on EE and lower on WLB and WB than those who are female, non-class tutors, and in private colleges, respectively. The findings indicated that WLB is an important factor for the sustainable development of the well-being of college teachers, and special attention should be paid to college teachers who are male, class tutors, and in public colleges in China.

Job stress and burnout among ideological and political education teachers during the COVID-19 pandemic: A moderated mediation model

Job burnout among ideological and political education (IPE) teachers in China is a complex problem and rewarding area of research. This study explored the relationship between job stress and burnout among ideological and political education (IPE) teachers in the context of the COVID-19 pandemic. The cross-sectional design included a sample of self-report measures sampled from 362 university IPE teachers. Using multiple line regression analysis, our main findings were as follows: first, job stress had a significant predictive effect on work-family conflict and job burnout; second, work-family conflict mediated the relationship between job stress and job burnout; and finally, resilience productively moderated the relationships between job stress and both work-family conflict and burnout. These results suggest that resilient IPE teachers are less likely to suffer from burnout. They indicate the need to systematically foster resilience in trainees and experienced instructors as a means of coping with adverse work conditions.

How servant leadership motivates young university teachers’ workplace well-being: The role of occupational commitment and risk perception

Drawing on the integration of social exchange theory and situational power theory, this paper explores the effect of servant leadership on young university teachers’ workplace well-being and explores the mediating effect of occupational commitment and the moderating effect of risk perception on the indirect effects of servant leadership on workplace well-being. A questionnaire was distributed using the Questionnaire Star online questionnaire platform and a two-wave time-lagged design was used to collect 215 survey samples of young teachers from Chinese higher education institutions. SPSS 23.0 was used to test the hypothesized relationship between the variables. Results revealed that servant leadership was positively related to young university teachers’ workplace well-being. Occupational commitment plays a partial mediating role in linking servant leadership and young university teachers’ workplace well-being. Risk perception plays a moderating role in the indirect relationship between servant leadership, occupational commitment, and workplace well-being. When risk perception has a low level, the mediating effect of occupational commitment is stronger.

Association of amygdala size with stress perception: Findings of a transversal study across the lifespan

Daily routines are getting increasingly stressful. Interestingly, associations between stress perception and amygdala volume, a brain region implicated in emotional behaviour, have been observed in both younger and older adults. Life stress, on the other hand, has become pervasive and is no longer restricted to a specific age group or life stage. As a result, it is vital to consider stress as a continuum across the lifespan. In this study, we investigated the relationship between perceived stress and amygdala size in 272 healthy participants with a broad age range. Participants were submitted to a structural magnetic resonance imaging (MRI) to extract amygdala volume, and the Perceived Stress Scale (PSS) scores were used as the independent variable in volumetric regressions. We found that perceived stress is positively associated with the right amygdala volume throughout life.

Predictors of job stress and alcohol consumption amongst university professors

The present study aimed to identify the predictors of job stress and alcohol consumption amongst 253 professors at a public university. Previous history of psychotropic drug use, as well as the Scale of Work Stress, the Alcohol Use Disorders Identification Test, and the Self-Report Questionnaire were used. Being female, younger than 40 years of age; of homosexual orientation; a workload of weekly classes of >10 h in total; and being positive for common mental disorders were identified as predictors of moderate or high work stress. The predictors of risky drinking or probable alcohol dependence were: male; younger than 40 years of age; tobacco use; health problems; teaching applied social sciences; and use of hypnotic medications. The findings could be used to develop strategies for the prevention or reduction of work stress and alcohol consumption amongst university professors.

Laboratory and clinical teaching experience of nursing professors in the COVID-19 pandemic era: Now and the future

Nursing professors must constantly interact with students, maintain a high level of professional performance, and meet targets and deadlines, even during a pandemic. Considering the changing educational environment, it is essential to identify contemporary limitations and problems to provide feedback for improvement. This study aimed to explore the laboratory and clinical teaching experiences of nursing professors during the COVID-19 pandemic. Focus group interviews were conducted with professors from the nursing departments of universities in Korea. In total, 19 professors who had laboratory and clinical experience participated in this study. The collected data were analyzed using thematic analysis. The analysis identified four themes. The themes included feeling helpless in the infection management system, uncertainty about the effectiveness of alternative practice training, acceptance of changes, and preparation for future practice training. As the necessity and possibility of non-face-to-face education have been confirmed by the pandemic, it is expected that classes using technology will be actively developed in nursing practice education. The roles and attitudes of teachers and educational institutions also need to change. Nursing professors should reflect upon and evaluate challenges to prepare for post-pandemic practical education.

Examining Perceived Stress and Coping Strategies of University Students during COVID-19: A Cross-Sectional Study in Jordan

COVID-19 has changed our lives in all arenas, including higher education and psychological well-being. Three objectives were set forth in this study. We started by examining issues related to online education during the pandemic in Jordan, particularly for students pursuing business studies. Second, we assessed academic, behavioural, and financial stressors that business students experience at Jordanian higher education institutions. Lastly, we examined the possible coping methods students employed to cope and adapt during the pandemic. A descriptive cross-sectional study was conducted based on the perceived stress scale distributed to 473 Jordanian undergraduate students (18–27 years of age), across both public and private universities. Results showed an association between academic, behavioural, and financial stressors and students’ perceived stress. While students perceived various levels and types of stress during COVID-19, including academic, behavioural, and financial, they also experienced new online skills. However, despite coping with stress, some students (especially females) displayed more stress because of the deficient course content, which added to their perceived stress and left them feeling unmotivated. This study contributes to bettering the university students’ mental health.

Prevalence and Factors of Anxiety During the Coronavirus-2019 Pandemic Among Teachers in Saudi Arabia

Background

Teachers play a central role in successful education. Due to the COVID-19 pandemic, regular in-person attendance in classes at all levels of education has been disrupted for more than 1 year in many countries. These lockdowns, which include the discontinuation of in person learning at schools and universities has presented a significant challenge for teachers to adapt to online teaching. Given this rapid format change, occupational anxiety levels among educators has increased.

Objective

The primary objective of this study was to assess the prevalence of anxiety among teachers in Saudi Arabia. A secondary objective was to explore characteristics of teachers associated with the level of anxiety level during the period of lockdown.

Methods

An anonymous, online cross-sectional study was carried for 3 months (February 2021 through April 2021). The questionnaire consisted of four sections and included the Generalized Anxiety Disorder instrument (GAD-7). Chi-square tests were completed for categorical comparisons while binary logistic regressions were used for associative relationship exploration. The IRB at King Saudi University Medical City, Saudi Arabia approved this study.

Results

A total of 742 respondents completed the survey yielding an anxiety prevalence of 58.2 % among teachers. Medium degree of statistically significant differences identified as marital status (p = 0.046). women had higher anxiety (65.3%) than men (34.7%) but gender with anxiety was low degree of statistical significance compared with non-anxiety status (p = 0.697). The odds of anxiety among middle teachers was twice (OR = 2.01) as high as the odds of anxiety among other levels of teacher (p = 0.01, 95% CI 0.94–4.26).

Conclusions

This study identified that many teachers experienced anxiety during the lockdown, especially women and middle school teachers. Future studies should identify contributing factors to estimate the magnitude of the exposure to anxiety between different types of teachers to help establish better preventive measures based on the workplace environment.

Online teaching, quality of life and anxiety of Brazilian dental professors during the COVID-19 outbreak

The COVID-19 pandemic led to changes in academic teaching and dental education, but the impact on dental professors' mental health and quality of life remains poorly understood. Thus, the objective of this study was to evaluate the impacts of social distancing and online teaching related to COVID-19 on the quality of life and anxiety of Brazilian dental professors. This was a cross-sectional study conducted from August 2020 to October 2020. Three instruments were used in an online version: a questionnaire about personal data, academic information and online teaching activities, the Generalized Anxiety Disorders 7 (GAD7) scale, and the Abbreviated World Health Organization Quality of Life (WHOQOL-bref) scale. All instruments were sent by e-mail, social media, and messaging apps to private and public universities and professors. Of the 318 responses, 187 (58.8%) were from female professors. Moreover, lack of good internet access and adequate place for online teaching, difficulties in producing teaching materials, and housework roles had a significant impact on the quality of life and anxiety scores (all p-values < 0.05). Also, Brazilian dental professors who declared that they would make greater efforts if the activities were face-to-face had significantly worse quality of life and anxiety scores, and female professors had significantly higher anxiety scores (all p-values < 0.05). These results provide evidence of a negative effect of social distancing and online teaching activities related to COVID-19 outbreak on the health-related quality of life and mental health of Brazilian dental professors.

Factors that affect the perceived stress and organizational commitment of women nurse academicians in the COVID-19 pandemic: a descriptive cross-sectional study

Our aim in this descriptive and cross-sectional study was, to determine the factors affecting the perceived stress and organizational commitment of women nurse academicians in the COVID-19 pandemic process. The sample of the study consisted of 234 academicians, who were reached through a survey through the Google Forms web. The perceived stress increased and commitment to the institution decreased due to the COVID-19 pandemic in women nurse academicians. It is recommended that university administrators evaluate the perceived stress and organizational commitment of academicians, receive feedback from academicians, provide online psychological support and consultancy.

Emotional Intelligence, Emotional Regulation Strategies, and Subjective Well-Being Among University Teachers: A Moderated Mediation Analysis

This study aimed to explore the mediating role of emotional regulation strategies in the relationship between emotional intelligence (EI) and subjective well-being (SWB) among Chinese university teachers, and evaluate whether effort-reward imbalance moderated the mediating effect of emotional regulation strategies. A total of 308 Chinese university teachers were recruited for this study. The results showed that emotional regulation strategies played a partial mediating role in the relationship between EI and SWB. Moreover, an effort-reward imbalance moderated the relationship between emotional regulation strategies and SWB. For individuals with more balanced perceptions, EI had a significant effect on SWB via cognitive reappraisal, while for individuals with more imbalanced perceptions, EI did not have a significant effect on SWB via cognitive reappraisal. These findings provide a better understanding of the effects of EI and emotional regulation strategies on SWB, which could provide interventions for promoting SWB among teachers.

Stress and Burnout in Teachers During Times of Pandemic

In Argentina, once mandatory isolation was declared due to the COVID-19 pandemic, teachers of all educational levels and modalities had to substantially modify their way of working. The aim of this study was to identify the work situations that education professionals perceived as threats under the modality of non-face-to-face teaching, and to describe the level of perceived stress and its possible effect on psychophysical symptoms. Likewise, it sought to examine possible differences in the manifestations of burnout depending on the level of perceived stress and associated symptoms. An empirical study with a cross-sectional design was developed, in which 9,058 Argentine teachers, who had to complete self-report measures, participated. The sampling method was non-random, using an online procedure of reclusion of volunteers. Descriptive techniques and non-parametric tests were used for data analysis. More than 60% of the educators reported high and moderately high levels of stress. The predominant stressors were uncertainty about the consequences of the pandemic, work overload and inadequate working environment. The more stress they perceived, the higher the manifestation of unwanted psychophysical symptoms. Professional burnout was higher for teachers with a higher load of stress and with more psychophysical indicators of discomfort. These results reveal the psychological impact of the COVID-19 pandemic on the education staff, and encourage the development of intervention measures to preserve the health of professionals.

Polish Emergency Dispatchers During a COVID-19 Pandemic - Burnout Syndrome, Perceived Stress, and Self-Efficacy. Effects of Multidimensional Path Analysis

International research has demonstrated that emergency call operators face unique risks to their mental health, in particular job stress, and occupational burnout syndrome. There is already wide knowledge about the relationship between stress, burnout and employee personal resources, which has practical application in preventing mental health. However, more research into the subtle relationships between variables is needed. The aim of the study was to check the moderation effect of differences in the intensity of latent variables on the relationship between perceived stress, self-efficacy and professional burnout. The participants were 546 call-takers and dispatchers from 14 public-safety answering point in Poland aged between 19 and 65 years. The Link Burnout Questionnaire, the 10-item Perceived Stress Scale, the Generalized Self-Efficacy Scale, and an independent questionnaire were used to gather information. The method of path analysis was used. The study confirmed the existence of negative relationships between perceived stress (assessment of the current situation) and self-efficacy (a personal trait). Taking into account the moderating effect of latent variable: psychological comfort revealed a hidden relationship between stress and burnout. The stress-burnout relationship occurred only among participants with low level of psychological comfort, so it was not a proportional relationship. In the case of participants with a high level of second latent variable: power-to-affect, the hypothesis that a high level of this variable should weaken the relationship between stress and burnout was not confirmed. The level of latent variables did not affect the self-efficacy relationship with occupational burnout. Taking into account the differences in the intensity of latent variables showed their moderating effect, which often turned out to be different from the assumed one and obtained in the research of other authors. This allowed to discover the relationships that might otherwise have been overlooked and not included in burnout prevention. The results showed a high level of occupational burnout in the ECD’s group during the COVID-19 pandemic: 32% of the responders reported emotional exhaustion, 53% loss of professional effectiveness.

Burnout and Perceived Stress of Polish Emergency Call Takers and Dispatchers

A scientific research has demonstrated that emergency call operators face unique risks to job stress and burnout. It was hypothesized that perceived stress (demonstrated as resourcefulness–helplessness dimension) may mediate relationships between work environments and burnout taking into account the buffering effect of self-efficacy. The participants of the study were 546 emergency dispatchers and call-takers from 14 Polish public-safety answering points. The Link Burnout Questionnaire, the Perceived Stress Scale and the Generalized Self-Efficacy Scale were employed. The method of path analysis was used and direct and indirect interactions between the variables were identified. Shorter work experience (fewer years on this specific job position) was associated with a higher level of burnout. The greater number of shifts per month was associated with a higher level of perceived stress (higher level of helplessness). Self-efficacy was combined with perceived stress by antagonistic relationships, but the assumed buffering effect on burnout was not confirmed. It was observed that engaging the resource of one’s own self-efficacy in professional work may lead to the loss of other personal resources, manifesting itself in the form of greater disappointment with the work performed.

Prevalence of Anxiety, Depression, and Stress among Teachers during the COVID-19 Pandemic: A Rapid Systematic Review with Meta-Analysis

BACKGROUND

Since the beginning of the COVID-19 pandemic, teachers have been accumulating adverse psychological symptoms due to the closure of educational centers and the need to adapt to different teaching modalities.

METHODS

Medline and PubMed were searched for studies on the prevalence of depression, anxiety, stress, and burn-out in teachers, published from 1 December 2019 to 15 June 2021.

RESULTS

In total, eight studies were included in this study. The results show that teachers report levels of anxiety (17%), depression (19%), and stress (30%). In Asia, there has been more anxiety compared to other continents. Overall, anxiety has been higher among teachers in schools compared to universities. However, stress levels have been higher among teachers in universities compared to schools. Statistically, there were no significant differences regarding gender and age in any of the symptoms.

CONCLUSIONS

The results suggest that teachers at different educational levels are experiencing adverse psychological symptomatology during the COVID-19 pandemic, and that anxiety levels vary between different countries. However, more international studies are needed to fully understand the impact of the pandemic on teachers' mental health.

Impact of COVID-19 on Medicine Lecturers' Mental Health and Emergency Remote Teaching Challenges

COVID-19 has presented a novel pedagogical challenge in dealing with the sudden shift from classic instruction to emergency remote teaching (ERT). It had an impact on the well-being and mental health of lecturers, increasing burnout risk. A cross-sectional, quantitative, qualitative and analytical online study was conducted to collect participants’ sociodemographic data, responses to ERT open-ended questions and mental health assessments using relevant instruments (CBI for burnout, Resilience Scale, DASS for depression, anxiety and stress, SWLS for satisfaction with life). High personal burnout levels were found in 41.2% of participants, high work-related burnout in 37.3% and high student-related burnout in 15.7%. Satisfaction with life, sleep routine changes and stress were determinants for personal burnout; stress and resilience for work-related burnout; satisfaction of life and sleep routine changes for students-related burnout. Opportunities for pedagogical innovation were pointed out as the main advantages to ERT, while the main negative impacts were on practical lessons and social interaction. Students and lecturers’ safety and adequate institutional support might be insured, considering their expectations and needs, promoting mental health. Combining the advantages of online and traditional methods in a so-called “blended learning” approach, with close collaboration and communication between all those involved, appears to achieve better results.

Psychological (In)Flexibility Mediates the Effect of Loneliness on Psychological Stress. Evidence from a Large Sample of University Professors

Psychological stress, loneliness, and psychological inflexibility are associated with poorer mental health and professional performance in university teachers. However, the relationship between these variables is understudied. The aim of the present study is to analyze the mediating role of psychological (in)flexibility on the effect of loneliness on psychological stress. A total of 902 professors from 11 universities in Ecuador were analyzed using standardized scales: the Perceived Stress Scale (PSS-14) to assess psychological stress, the Loneliness Scale Revised-Short (UCLA-3) for loneliness, and the Avoidance and Action Questionnaire (AAQ-7) and Life Engagement Test as double measures of psychological (in)flexibility. Mediation was tested by using PROCESS macro for SPSS. The results indicated that psychological flexibility mediated the relationship between loneliness and stress in university professors, regardless of sex and the measure of psychological (in)flexibility considered. The practical implications of the results are discussed herein.

The Psychological State of Teachers During the COVID-19 Crisis: The Challenge of Returning to Face-to-Face Teaching

Schools in Spain were closed in March 2020 to prevent the spread of COVID-19. In September 2020 most schools and universities in Spain reopened and teachers felt great uncertainty due to this unprecedented situation. Teachers have accumulated psychological symptoms since the beginning of the pandemic. During the lockdown they had to introduce online teaching and in view of the reopening of schools they have shown great concern for the new unprecedented teaching situation. The present study aims to measure the symptomatology shown by teaching staff in the Basque Autonomous Community at the time when schools were reopened. To do this, we recruited a sample of 1,633 teachers who were given an online questionnaire which, in addition to collecting socio-demographic data, measured stress, anxiety and depression using the DASS-21scale. The results revealed that a high percentage of teachers showed anxiety, depression and stress symptoms. Furthermore, variables such as gender, age, job stability, the level of education at which they teach and parental status also influence this symptomatology. We argue for the need to safeguard the mental health of teachers in order to improve both the quality of teaching and the mental health of students.

Teacher Training Can Make a Difference: Tools to Overcome the Impact of COVID-19 on Primary Schools. An Experimental Study

Overcoming the impact of the coronavirus pandemic (COVID-19) on primary schools is an emerging need and priority in the current social welfare system. Accordingly, this study presents an empirical learning package to support teachers, who perform frontline work in schools, in coping with stress, preventing burnout, improving their information and communications technology (ICT) competency, and introducing the principles of emotional intelligence (EI) in the classroom. The participants included 141 primary school teachers (M = 38.4 years, SD = 6.84; 54.6% women). They were randomly assigned to an experimental or control group. The experimental group participated in the 14-week teacher training program, whereas the control group did not participate in the program or receive any other training during the intervention. Repeated-measures analysis of variance (time x group) was performed to identify the effects of the teacher training program. Teachers who participated in the training program evaluated it positively and showed significant differences compared to the control group in their abilities to cope with stress and avoid burnout, their ICT competency, and their introduction of EI in the classroom. Implications for supporting teachers are discussed.

Psychological Capital and Burnout in Teachers: The Mediating Role of Flourishing

In keeping with the growth in the development of healthy environments in organizational contexts, in recent years, there has also been increasing interest in the identification of personal psychological resources that contribute to improved worker mental health. From this proactive approach, this study examines the mediating role of flourishing in the relationship between psychological capital (PsyCap) and burnout in teachers, a professional group that is particularly prone to suffering from this syndrome. A total of 1379 teachers from pre-school, primary, secondary, and vocational education systems participated in the study. The mediating effect of flourishing was determined via mediation analysis using the PROCESS macro. The results showed that flourishing partially mediates the negative effect of PsyCap on the three symptoms of burnout (emotional exhaustion, depersonalization, and lack of professional accomplishment). These findings indicate that both PsyCap and flourishing may be effective personal resources in reducing teacher burnout. Therefore, in order to prevent burnout, it is advisable to design interventions that combine PsyCap and flourishing.

In Pursuit of Work Performance: Testing the Contribution of Emotional Intelligence and Burnout

Previous research has highlighted the connection between emotional intelligence (EI) and work performance. However, the role of job burnout in this context remains relatively unexplored. This study aimed to examine the mediator role of burnout in the relationship between EI and work performance in a multioccupational sample of 1197 Spanish professionals (58.6% women). The participants completed the Wong and Law Emotional Intelligence Scale, the Maslach Burnout Inventory, and the Individual Work Performance Questionnaire. As expected, the results demonstrated a positive relationship between EI and performance, and a negative relationship with burnout, which has a mediator effect in the relationship between EI and work performance. Professionals with high levels of IE and low burnout reported the highest performance. Multiple mediation analyses showed that employees' EI was indirectly connected to work performance via professional efficacy and exhaustion, even when controlling the effects of sociodemographic variables. The same pattern was found when multiple mediations were conducted for each EI dimension. These findings demonstrate the importance of burnout in understanding work performance and emphasize the role of EI as a protective variable which can prevent the development or chronic progression of workers' burnout.