Are You Tired of Working amid the Pandemic? The Role of Professional Identity and Job Satisfaction against Job Burnout

Job burnout among primary healthcare workers during COVID-19 pandemic: cross-sectional study in China

Objective

This study evaluated job burnout among primary healthcare workers (PHCWs) in China during the COVID-19 pandemic, explored its influencing factors, and examined PHCWs' preferences for reducing job burnout.

Method

We conducted a multicenter cross-sectional study in Heilongjiang, Sichuan, Anhui, Gansu, and Shandong Provinces. An electronic questionnaire survey was conducted through convenience sampling in communities from May to July 2022. We collected sociodemographic characteristics, job burnout level, job satisfaction, and preferred ways to reduce job burnout among PHCWs.

Results

The job burnout rate among PHCWs in China was 59.87% (937/1565). Scores for each dimension of job burnout were lower among PHCWs who had a better work environment (emotional exhaustion OR: 0.60; depersonalization OR: 0.73; personal accomplishment OR: 0.76) and higher professional pride (emotional exhaustion OR: 0.63; depersonalization OR: 0.70; personal accomplishment OR: 0.44). PHCWs with higher work intensity (emotional exhaustion OR: 2.37; depersonalization OR: 1.34; personal accomplishment OR: 1.19) had higher scores in all job burnout dimensions. Improving work environments and raising salaries were the preferred ways for PHCWs to reduce job burnout.

Conclusion

Strategies should be developed to improve job satisfaction among PHCWs, enhance their professional identity, and alleviate burnout to ensure the effective operation of the healthcare system, especially during periods of overwork.

The relationship between work-family conflict and job satisfaction for preschool teachers in rural China: a moderated mediation model

Background

Job satisfaction for preschool teachers in rural areas has an important impact on their professional development, physical and mental health, and the development of preschool education. However, few studies have explored the factors that influence rural preschool teachers' job satisfaction.

Purpose

This study aims to examine the influence of rural preschool teachers' work-family conflict on their job satisfaction, and the mediating effect of occupational identity, the moderating effect of social support.

Method

Participants included 3,065 rural preschool teachers from Zhejiang Province in mainland China. Teachers completed questionnaires on work-family conflict, occupational identity, job satisfaction, and social support. The correlation and moderated mediation analyses were conducted using SPSS PROCESS.

Results

(1) work-family conflict is associated with poorer job satisfaction in preschool teachers; (2) occupational identity mediates the relationship between work-family conflict and job satisfaction; and (3) a high level of social support alleviates the negative influence of work-family conflict on job satisfaction and promotes the positive effect of occupational identity on job satisfaction.

Conclusion

The study revealed the negative impact of work-family conflict on preschool teachers' job satisfaction, and the protecting effect of social support, which has important implications for improving teachers' future job satisfaction.

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 Impact of the COVID-19 Pandemic on the Mental Health of Teachers and Its Possible Risk Factors: A Systematic Review

(1) Objective: The objective was to analyze the development of psychiatric pathologies/burnout syndrome and their possible risk factors in teachers in the context of the COVID-19 pandemic. (2) Methods: A qualitative systematic review was carried out, according to the PRISMA protocol, in the PubMed, Scopus, and Web of Science databases using a combination of the following descriptors [MeSH]: "mental health", "mental disorders'', "covid-19" and "school teachers''. Articles selected were written in English, Portuguese and Spanish, published between November 2019 and December 2022. (3) Results: The most common psychiatric pathologies were generalized anxiety disorders and depression. Burnout syndrome was also quite prevalent. Of the 776 articles identified, 42 were selected after applying the eligibility criteria. Although there is variability among the analyzed studies, the risk factors most correlated with increased morbidity in teachers were: (i) being female; (ii) age below the fifth decade of life; (iii) pre-existence of chronic or psychiatric illnesses before the pandemic; (iv) difficulty in adapting to the distance education model; (v) family/work conflicts; (vi) negative symptoms caused by the pandemic. (4) Conclusions: Therefore, the COVID-19 impact on mental health appears to be more common in female teachers in their fifth decade of life and with pre-existing psychiatric comorbidities. However, prospective studies are needed to better map this situation.

Protective and risk social dimensions of emergency remote teaching during COVID-19 pandemic: A multiple mediation study

The changes in teaching due to COVID-19-related restraints generated distress among teachers, putting their job-related efficacy and satisfaction at risk. This study deepens the community-related protective and risk factors in teachers' experience. An online questionnaire detecting social distancing burnout, job-related distress experience, efficacy and satisfaction, and Sense of Community (SoC) was administered to 307 Italian teachers. A multiple mediation model was tested with Structural Equation Modeling. Evidence showed that social distancing burnout could increase teachers' distress rates and, through them, impact their job-related efficacy and satisfaction; however, its effects on the latter depended on the kind of distress mediating. Conversely, SoC could support their job-related efficacy and satisfaction, yet no association with their distress rates emerged. The role of social distancing and Information and Communication Technologies (ICTs)-related distress as the main threats for teachers stems, along with the one of job distress and the community of belonging as assets on which teachers relied.

The Influence of Physical Activities on Job Satisfaction: Mediating Role of Self-efficacy, Self-esteem and Moderating Role of Stress Management

Objectives: Job satisfaction has been an essential element for the success of any organization, which has drawn the attention of several recent studies and policymakers. The aim of the current study was to investigate the impact of physical activities, self-efficacy and self-esteem on job satisfaction in manufacturing companies in Vietnam. The mediating impact of self-efficacy and self-esteem among physical activities and job satisfaction was also investigated. As a novel element, the study also examined the moderating impact of stress management among physical activities and job satisfaction in manufacturing companies in Vietnam. Methods: The study used survey questionnaires to gather the primary data from the selected employees of leading manufacturing companies of Vietnam. Using the PLS-SEM and Smart-PLS packages, the study analyzed the linkages among all variables. Results: The results revealed that physical activities, self-efficacy and self-esteem have a positive linkage with job satisfaction in manufacturing companies in Vietnam. The findings also exposed that self-efficacy and self-esteem significantly mediate among physical activities and job satisfaction. Conclusion: The findings also expressed that stress management significantly moderated between physical activities and job satisfaction. These findings will provide useful guidance and assistance to the strategists and policy makers to design policies related to job satisfaction using self-efficacy, stress management and self-esteem.

The relationship between teacher professional identity and burnout amid the pandemic: A moderated mediation model

Background

Teacher burnout is affected by personal and social factors. COVID-19 has greatly impacted teachers' physical and mental health, which could aggravate teacher burnout.

Purpose

Based on the JD-R model, this study aims to investigate the relationship between teacher professional identity (TPI) and job burnout during the COVID-19 pandemic, and examine the moderating roles of perceived organizational support (POS) and psychological resilience (PR) in these relationships among primary and secondary school teachers in China.

Methods

A total of 3,147 primary and secondary school teachers participated in this study.

Findings

Work engagement played a mediating role in the relationship between professional identity and burnout; when the POS and PR scores were high, the predictive coefficient of TPI on burnout was the largest.

Originality

This study tested the mechanism underlying the relationship between TPI and burnout, and explored the protective factors of burnout.

Implications

This study supports the applicability of the JD-R model during COVID-19 and provides ideas for teachers to reduce burnout.

Teacher burnout and turnover intention in higher education: The mediating role of job satisfaction and the moderating role of proactive personality

Introduction

Teacher burnout and frequent turnover negatively affect stability and productivity in the context of higher education. Despite the fact that the relationship between burnout and turnover intention has been thoroughly studied, the role of other factors in this relationship should be evaluated in order to better clarify underlying mechanisms, particularly in the context of higher education.

Methods

In this study, we first aim to bridge a research gap by utilizing job satisfaction as a mediating variable for the relationship between burnout and turnover intention. Moreover, we uniquely evaluate the role of proactive personality as a moderating variable, first in terms of the relationship between burnout and job satisfaction, and then for the relationship between job satisfaction and turnover intention. Based on 296 valid questionnaires collected from university faculty members in China, proposed hypotheses were evaluated empirically.

Results

The results demonstrate that, as expected, burnout has a significant and positive impact on turnover intention, and job satisfaction has significantly negative impact on turnover intention, with job satisfaction partially mediating the relationship between burnout and turnover intention. Moreover, proactive personality moderated the relationship between job satisfaction and turnover intention, with this relationship being stronger for individuals with high proactive personality as compared to low proactive personality.

Discussion

These findings provide a better understanding of the relationship between burnout and turnover intention of university instructors. Theoretical and practical implications, limitations, and recommendations for further research are provided.

Examining the job burnout of Chinese hospitality management students in internships via the transactional model

The ongoing COVID-19 pandemic has increased the psychological burden on employees in hotels, which is not conducive to the development of the hospitality industry. Based on a survey of 379 hotel interns from higher vocational colleges in China, this study empirically analyzed the status quo of job burnout in future hotel employees and its influencing factors. The results showed that interns’ job burnout and reduced personal accomplishment were at a medium level. Secondly, according to the transaction model, this study classified the antecedents of job burnout into two categories: personal factors and contextual factors. The results showed that personal factors such as attitude and self-efficacy, and contextual factors such as perceived co-worker support and job satisfaction all had a negative effect on job burnout. However, the influence of ability and perceived supervisor support on job burnout was not significant. This study also investigated the influencing factors of each sub-dimension of job burnout. Self-efficacy, attitude and job satisfaction all had a negative influence on the three sub-dimensions. Ability and perceived co-worker support only had a negative impact on reduced personal accomplishment. There was no statistical correlation between perceived supervisor support and the three sub-dimensions. The results of this study will lay a theoretical foundation so that higher vocational colleges can better organize and implement internships, and hotels can recruit energetic future employees.

Associations between professional identity and turnover intent in prehospital emergency physicians: The mediating effect of burnout

Context

The prehospital emergency system is essential for reducing mortality and disability in emergency patients. However, the high turnover rate of prehospital emergency physicians (PEPs) remains the most prominent problems in the prehospital emergency system. Turnover intent (TI) is predictive of actual turnover behavior; however, previous studies have mainly focused on sociodemographic factors and job characteristics, ignoring many other potential psychological factors, such as professional identity (PI) and job burnout (JB).

Objectives

To measure the level of PI, JB, and TI of PEPs in Beijing, China. We analyze the distribution of TI in different social demography PEPs and then further explore the influence of PI and JB on TI, to provide a reference and suggestions for government departments to reduce the TI of PEPs.

Methods

An online questionnaire was distributed to 552 PEPs in Beijing, and a total of 533 valid questionnaires were included. T-test and variance analysis were used to examine the differences in the distribution of TI among different sociodemographic PEPs. Pearson's correlation analysis was used to test the correlation between PI, JB, and TI. The SEM was used to analyze the relationships among PI, JB, and TI.

Results

Univariate analysis showed that age, marital status, education, professional title, work experience, department and hukou were significantly associated with TI. Pearson's correlation analysis showed that PI was negatively associated with JB and TI, and JB was positively associated with TI. Professional treatment identity (PTI, β = -0.24, 95% CI: -0.38~-0.11), professional meaning identity (PMI, β = -0.12, 95% CI: -0.23~0.03), and emotional exhaustion (EE, β = 0.40, 95% CI: 0.28~0.51) seem to have direct impacts on TI. Given the mediating role played by EE, PTI may have an indirect negative effect on TI (β = -0.24, 95% CI: -0.32~0.16).

Conclusion

PI and JB of PEPs in China are closely related to TI, which may have unexpected effects on government departments to stabilize the team of PEPs through a series of control measures. According to the above results, the professional treatment of PEPs needs to be improved, and external learning opportunities should be increased. Legalization of medical rescue workers should also be on the agenda.

Teachers' Professional Identity and Burnout among Chinese Female School Teachers: Mediating Roles of Work Engagement and Psychological Capital

Burnout is a serious phenomenon among female kindergarten, primary, and secondary school teachers in China. Previous research has shown that professional identity negatively predicts burnout. However, little is known about the mediating mechanisms underlying this relationship. This study examined the relationship between professional identity and burnout and the mediating roles of work engagement and psychology using a sample of Chinese teachers. A total of 2220 female teachers participated (kindergarten: 16.9%; primary school: 56.7%; secondary school: 26.4%). They answered four questionnaires measuring their professional identity, work engagement, psychological capital, and burnout. PROCESS macro (SPSS 21.0) was used to conduct mediation analyses of work engagement and psychological capital in the relationship between professional identity and burnout. Working simultaneously, work engagement, and psychological capital partially mediated the aforementioned relationship, which could reduce burnout. Working sequentially completely mediated the relationship between professional identity and burnout, and hence, the latter was the lowest. Specific implications are discussed, such as the improvement of professional identity and psychological capital.

Personality and socio-demographic variables in teacher burnout during the COVID-19 pandemic: a latent profile analysis

Although it is well-known that teaching is one of the most stressful jobs, teacher burnout during the COVID-19 pandemic has not been thoroughly investigated. The main aims of this study were to identify distinct teacher burnout profiles and examine their association with HEXACO personality factors and sociodemographic variables. Data were collected from 522 teachers (77% women; M_age = 37.45 years, SD = 9.28) in November 2021. Latent profile analysis (LPA) identified five latent profiles: "No burnout risk" (41.3%), "Low burnout risk" (21.9%), "Cynics" (7.7%), "Exhausted and cynics" (16.1%), and "High burnout risk" (13%). Our results showed a significant correlation between all six HEXACO personality traits and teacher burnout based on the variable-centered method, but the LPA highlighted that only the emotionality trait was antecedent of profile membership. In terms of sociodemographic variables, gender and rural/urban teaching environment did not have significant impact on teacher burnout profiles, but professional experience did. This study is the first to explore teacher burnout during the COVID-19 pandemic in relation to dispositional traits based on the HEXACO model using a person-centered approach. Our results can inform specialists about the role of emotionality in the occurrence of teacher burnout and the greater vulnerability of experienced teachers in the context of remote learning. Tailored programs of intervention are necessary.

Impact of Covid-19 on dental hygiene educators: A national survey

PURPOSE

The purpose of this study was to assess the impact of the Covid-19 pandemic on dental hygiene (DH) educators' perception of personal and professional burnout and efficacy in the online/hybrid learning environment.

METHODS

A cross-sectional study of DH faculty members from 327 United States entry level DH programs was invited to participate in this study. A 36 item survey was disseminated in Qualtricsxm March 2021. The Copenhagen Burnout Inventory was used to measure personal, work-related, and burnout related to working with students. The Michigan Nurse Educators Sense of Efficacy for Online Teaching instrument was used to measure efficacy in online/hybrid learning.

RESULTS

The survey had an institutional response rate of 46%. Personal burnout scores had a significantly higher mean as compared to work-related and burnout working with students' scores. A majority (66%) of respondents reported often feeling tired. Only personal burnout scores had a significant negative correlation with teaching efficacy scores. Administrators/program directors and full-time faculty had significantly higher mean personal and work-related burnout scores as compared to part-time/adjunct clinical faculty. There were no significant differences in teaching efficacy scores by faculty position and institutional setting.

CONCLUSION

COVID-19 had significant impact on full-time DH educators' personal and professional burnout levels. Full-time administrators/program directors/DH educators reported higher levels of personal burnout. It seems that personal burnout has a negative relationship with teaching efficacy. Faculty position rather than institution impacted personal burnout. Despite personal and professional burnout, DH faculty reported low-levels of burnout related to working with students.

Job Satisfaction Level of Safety and Health Manager in Construction Industry: Pandemic Period

In a widespread social turmoil such as the Pandemic, job groups with high turnover rates and high job stress, such as the construction industry, will have a greater adverse impact than the general job group. This is to be used as basic data in preparing management plans by identifying the factors that hinder job stress and job satisfaction of construction workers. In this study, during the Pandemic period (1 September 2021 to 31 December 2021), a survey was conducted on job stress and job satisfaction among safety and health managers working at construction sites. The overall job satisfaction of workers in the construction industry was grasped by analyzing the level of correlation and the mutual influence on job stress, job satisfaction, general characteristics, and work-related characteristics. As a result, in terms of work characteristics, it was found that the smaller the working period in the current position, the more positive the job satisfaction was (p < 0.01). In addition, it was found that job satisfaction increased significantly when there was a promotion opportunity (p < 0.001). The construction industry is a job group with high basic job stress and low job satisfaction. In addition, it was evaluated that job stress increased during the pandemic.

How Do Team Cooperative Goals Influence Thriving at Work: The Mediating Role of Team Time Consensus

Thriving at work is beneficial to the physical and mental health of individuals, promotes the innovation and development of organizations, and is a shield against job burnout. However, the current research on the antecedents of thriving at work lacks the exploration of team characteristics. This study introduces team temporal leadership as a moderating variable and team time consensus as a mediating variable to explore the relationship between team cooperative goals and thriving at work. Based on the analysis of 326 data from 92 teams, the results showed that: (1) Team cooperative goals have a significant positive impact on team time consensus, and team time consensus has a significant positive impact on team thriving at work; (2) Team time consensus mediates the relationship between team cooperative goals and team thriving at work; and (3) Team temporal leadership not only moderated the relationship between team cooperative goals and team time consensus, but also moderated the indirect effect of team cooperative goals on team thriving at work through team time consensus. This study enriches the research on the triggering mechanism of thriving at work to some extent and provides enlightenment for organizations to stimulate the state of thriving at work.

Research on the influencing factors of fatigue and professional identity among CDC workers in China: an online cross-sectional study

OBJECTIVE

This study aimed to investigate the status quo and the influencing factors of fatigue and professional identity among the Centers for Disease Control and Prevention (CDC) workers in China during the pandemic.

DESIGN

A cross-sectional design.

SETTING

CDC workers employed by the Liaoning CDC system were enrolled (administrative staffs were excluded).

PARTICIPANTS

1020 CDC workers.

PRIMARY OUTCOME MEASURES

Fatigue scores and professional identity scores.

SECONDARY OUTCOME MEASURES

Postcompetency scores, respect scores, occupational stress scores, resilience scores and self-efficacy scores.

RESULTS

The average scores of fatigue and professional identity were 8.23, 38.88, respectively. Factors including perceived public respect (β=-0.129, p<0.01), resilience (β=-0.104, p<0.05) and self-efficacy (β=-0.22, p<0.01) were negatively associated with fatigue. Educational background (bachelor vs junior college or below) (β=0.105, p<0.01), (master or above vs junior college or below) (β=0.092, p<0.05), workplace (county vs district) (β=0.067, p<0.05), (city vs district) (β=0.085, p<0.05), fighting the COVID-19 on the front line (β=0.059, p<0.05) and occupational stress (β=0.166, p<0.01) were positively correlated with fatigue. Educational background (bachelor vs junior college or below) (β=-0.097, p<0.01), (master or above vs junior college or below) (β=-0.114, p<0.01), workplace (city vs district) (β=-0.114, p<0.01), fighting the COVID-19 on the front line (β=-0.047, p<0.05) and occupational stress (β=-0.105, p<0.01) were negatively associated with professional identity. Factors including postcompetency (β=0.362, p<0.01), perceived public respect (general vs low) (β=0.219, p<0.01), (high vs low) (β=0.288, p<0.01), resilience (β=0.097, p<0.05) and self-efficacy (β=0.113, p<0.01) were positively connected with professional identity.

CONCLUSION

The fatigue among the CDC workers was at a higher level. The level of professional identity was high, and administrators should take measures to alleviate fatigue and maintain professional identity. In addition, methods aiming to attenuate occupational stress, and improve resilience and self-efficacy should be immediately put into action.

Impact of Self-Perceived Employability on Sustainable Career Development in Times of COVID-19: Two Mediating Paths

The outbreak of COVID-19 added further stress to individuals’ work life, and employability may be especially important to help individuals to pursue sustainable career success in such a context. However, previous studies that examined the impact and the mechanisms of employability on sustainable career success are lacking, especially in the context of pandemic threat. Based on conservation of resource theory (COR), the current study aims to explore whether and how employability, as an important resource, reduced work-related emotional exhaustion and increased work engagement during the COVID-19 pandemic. We expected that self-perceived employability would reduce emotional exhaustion and increase work engagement. We further expected that coping strategy mediated the effect of self-perceived employability on emotional exhaustion, and career commitment mediated its effect on work engagement. Data were collected via a national survey in China among a sample of 4990 human resource practitioners from October to December 2020 amid the COVID-19 outbreak. The proposed model was tested with structural equation modelling. Results supported the proposed model. Self-perceived employability reduced emotional exhaustion and to a larger extent, increases work engagement. The two mediating effects were of partial mediation. The implications of the results for theory and practice are discussed.

The Development of Teacher Burnout and the Effects of Resource Factors: A Latent Transition Perspective

To better understand burnout and its development, researchers have shown an increasing interest in recent years in identifying different profiles of burnout and its development process. However, there have been few longitudinal studies on the profile and development of teacher burnout. This study used a person-centred approach to explore the profiles of teacher burnout, transition probabilities and the associations between these aspects and resource factors. Data were collected from 3743 primary school teachers in a two-wave longitudinal test over three years. The results showed that teacher burnout exhibited six relatively stable profiles across the whole study population and that the transition of individual profiles over time followed a certain probability. Psychological capital and professional identity were important resource factors in reducing the occurrence of teacher burnout and increasing transition probability toward burnout symptom alleviation over time, while positive coping played an important role in reducing the occurrence of teacher ineffectiveness. Therefore, the results indicated that the overall teacher burnout profile was stable, a discovery which has important implications for conducting group interventions to benefit more teachers, while the individual burnout profile exhibited a latent transition probability over time. Interventions employing different resource factors can be adopted to alleviate the symptoms of different burnout profiles.

A Literature Review of the COVID-19 Pandemic’s Effect on Sustainable HRM

The ramifications of the COVID-19 pandemic continue to emerge across all facets of the world of work, including the field of human resource management (HRM). Sustainable HRM, drawing on the triple bottom line elements of the economic, environmental and social pillars of sustainability, provides an ideal basis from which to understand the intersection of the COVID-19 pandemic and HRM. In this systematic literature review, we analyze peer reviewed articles published in the nexus of the pandemic and sustainable HRM, identifying the dimensions and extent of research in this topical area of study. Our CEDEL model—complicator–exposer–disruptor–enabler–legitimizer—conceptualizes our understanding of the role of COVID-19 in sustainable HRM. This paper provides a framework from which future studies can benefit when investigating the impacts of COVID-19, and a comprehensive identification of future research avenues.

Life Design Counseling: Theory, Methodology, Challenges, and Future Trends

With the rapid development of society and the dramatic change of environment, previous career counseling focusing on personal choice has been difficult to meet individuals’ needs. It is very meaningful and valuable to introduce the ideology of Life Design Counseling (LDC). In this mini review, we introduce and analyze the theory and methodology of LDC. This review puts forward challenges in the field of LDC, including the lack of attention to clients from multiple backgrounds and professional counselors, the lack of diversified methods in the intervention process, and the lack of diversified research. The theoretical research, practical research, and the integration of theory and practice of LDC still need to be further concerned by researchers.

The Mediating Role of Teacher Identification in the Relationship Between Psychological Distress and Teacher Satisfaction During COVID-19

The current study examines the potential mediating role of professional identification of school teachers in the relationship between psychological distress and teaching satisfaction. Professional identification is the extent to which an individual identifies with a professional group, including the values, beliefs, and commitment the individual has in relation to the professional group. Professional identification has been linked to negative work outcomes, such as job performance and turnover intentions, as well as to adverse mental health outcomes. In the context of education, professional identification is the extent to which teachers identify with the teaching profession. Participants (N = 355) were school teachers in South Africa who completed the Center for Epidemiological Depression Scale, the Beck Hopelessness Scale, the Professional Identification Scale, and the Teaching Satisfaction Scale. Structural equation analysis showed that professional identification plays a fully mediational role in the relationship between psychological distress and teaching satisfaction. Interventions that strengthen teachers’ identification with the teaching profession should be considered a priority.

"I Teach, Therefore I Am": The Serial Relationship between Perceived Vulnerability to Disease, Fear of COVID-19, Teacher Identification and Teacher Satisfaction

In early 2020, school closures were implemented globally to curb the spread of the COVID-19 pandemic. In South Africa, emergency remote teaching was not sustainable, and conventional teaching resumed in the context of the second and third waves of the pandemic, heightening fear and anxiety about infection among teachers. The pandemic necessitated shifts in the scope of a teacher’s job, potentially impacting their professional identity and job satisfaction. This study investigated the interrelationship between teaching identification, teaching satisfaction, fear of COVID-19 and perceived vulnerability to disease among a sample of South African school teachers (n = 355). A serial mediation analysis supported the hypotheses that teaching identification mediated both the relationship between fear of COVID-19 and teacher satisfaction and the association between perceived vulnerability to disease, fear of COVID-19 and teacher satisfaction. The findings suggest that teacher identification is a potential protective factor, and strengthening professional identification can potentially assist teachers as they negotiate the uncertainty and stress associated with the current pandemic.

The impact of COVID-19 pandemic on employees organizational commitment and job satisfaction in reference to gender differences

In this study, an attempt has been made to examine the level of organizational commitment and job satisfaction among male and female school teachers working in private schools during the Covid-19 pandemic. For the present study, descriptive method is used. The sample of 181 private school teachers was drawn using a purposive sampling procedure. The organizational commitment questionnaire is developed by Allen and Meyer in 1990 and job satisfaction index by Brayfield and Rothe in 1951 is used for the study. For descriptive statistics mean, standard deviation (S.D.), and z test is used. Shapiro-Wilks test, Levene's test, and Mann-Whitney U test is used to analyze data in the current study. The results revealed that female teachers are more continuance committed as compared to male teachers during this tough situation of a pandemic. The level of organizational commitment is found low in both female and male teachers during the Covid-19. No significant difference is found in the overall job satisfaction among male and female teachers during the Covid-19 pandemic. This study also determines a positive and significant relationship between organizational commitment and job satisfaction during the Covid-19 pandemic.

Trauma-informed career counselling to address work traumas resulting from the COVID-19 pandemic

Background

Sudden work traumas as a result of the coronavirus disease 2019 (COVID-19) pandemic have left thousands displaced from their current jobs and occupations. Traditional career counselling approaches that overlook the role of emotion are not adequate to address the numerous emotional difficulties that arise after a sudden unexpected job loss.

Objectives

The objective of this research is to examine to what extent career counselling theories and interventions incorporate a trauma-informed career counselling approach and are prepared to address the emotional, psychological, and career counselling concerns that arise from work traumas as a result of the COVID-19 pandemic.

Methods

A qualitative systematic literature review of all career-related journals that have trauma-informed career counselling in the title or body of the manuscript was conducted. Additionally, career related articles, books, and book chapters specifically mentioning work traumas and interventions to address these issues were also examined.

Results

Only one article on trauma-informed career counselling was found given the parameters of the literature review. Currently, no articles outline how to integrate career counselling and emotion-focused therapy for trauma in order to address work traumas related to COVID-19.

Conclusion

A trauma-informed career counselling approach that integrates career construction counselling and emotion-focused trauma therapy is needed to address the emotional, psychological, and career counselling concerns that arise from a work trauma as a result of the COVID-19 pandemic. An integrated approach to provide trauma-informed career counselling has been provided.

Teaching Disruption by COVID-19: Burnout, Isolation, and Sense of Belonging in Accounting Tutors in E-Learning and B-Learning

This study examines burnout syndrome, feelings of isolation, and sense of belonging in a sample of accounting tutors enrolled in e-learning and b-learning modalities before and after COVID-19 disruption. The study also includes several sociodemographic and labour variables to better understand the three dimensions. The participants were tutors enrolled in two accounting courses at higher education during the academic years 2019-2020 and 2020-2021. Our results do not show high levels of tutor burnout syndrome, neither before COVID-19 disruption nor after COVID-19 disruption. Findings also reveal that the isolation perception of accounting tutors is not high in both periods, while the sense of belonging of the teaching community is high in both periods. The evidence also suggests some variations in dimension scores according to sociodemographic and labour variables, but the evidence should be interpreted with caution due to the sample size. Despite this limitation, to the best of our knowledge, this is the first study that evaluates burnout, feelings of isolation, and sense of belonging in a tutor collective in e-learning and b-learning before and after COVID-19 disruption.

Psychosocial and Organizational Processes and Determinants of Health Care Workers' (HCW) Health at Work in French Public EHPAD (Assisted Living Residences): A Qualitative Approach Using Grounded Theory

In a context marked by negative health indicators that make structural aspects more salient, this paper aimed at understanding and explaining the processes and determinants at work that positively and negatively interfere with the professionals’ health in the French public nursing home environment. To this purpose, the qualitative approach by grounded theory was chosen. In total, 90 semi-structured interviews were recorded and 43 were transcribed; in addition, 10 observations of 46 participations in meetings and working groups were carried out in four public service and hospital establishments. Our results indicate that the role of health workers, its definition, and its execution are fundamental to the understanding of their health at work. Two protective and constructive processes are involved in the maintenance and development of the professionals’ health in this work, with considerable confrontations with death and suffering: individual and collective control of emotional and cognitive commitment, and the development of resources for formation, information, and cooperation. Nonetheless, they are jeopardized when a lasting imbalance is generated between the work’s demands and the available resources. This leads to a loss spiral in organizational, inter-individual, and individual resources that makes it difficult to sustain work.

Exploring the Relationships between Resilience and Turnover Intention in Chinese High School Teachers: Considering the Moderating Role of Job Burnout

BACKGROUND

With the outbreak and spread of the COVID-19 epidemic, online teaching time has been extended continuously. The changes in teaching methods, teaching conditions, and teaching environment have brought great pressure and difficulties in adjustment to teachers, which have led to a series of physical and mental problems such as negativity, lack of confidence, and depression. The long-term accumulation of these problems makes teachers' turnover intention increasingly serious.

METHODS

Based on these premises, this study took 449 high school teachers in China as research objects and investigated the relationship between high school teachers' resilience, job burnout, and turnover intention in the context of the COVID-19 epidemic.

RESULTS

The resilience of high school teachers had a significant negative predictive effect on job burnout and turnover intention (r = -0.473, p < 0.05; r = -0.283, p < 0.05), while job burnout had a significant positive predictive effect on turnover intention (r = 0.485, p < 0.05). At the same time, job burnout played a moderating role between resilience and turnover intention (λ = -0.019, p < 0.001).

DISCUSSION

This study suggests that society, schools, families, and individuals should adopt various strategies to improve teachers' adaptability and relieve teachers' job burnout, so as to solve the practical problem of teachers' high turnover intention and ensure continuous improvement and healthy development of online teaching.

Teaching during the Pandemic: A Comparison in Psychological Wellbeing among Smart Working Professions

Background: As a result of the COVID-19 pandemic, since March 2020, the Italian population was forced into lockdown to prevent the spread of the virus. The restrictive measures imposed forced many organizations and workers to work through online platforms and no longer in-person. Smart working, enjoyed by some workers for its flexibility, affected several professional categories. The purpose of this study was to investigate whether there are differences in the psychological variables related to four groups of professional categories (practitioners, managers, executive employees, teachers), particularly the teachers group. Methods: A total sample of 628 individuals was recruited through a random probability sample across Italy. Due to the lockdown, an online questionnaire was developed; several validated scales were chosen, and some ad hoc constructed items related to the smart working experience were included. Results: The results showed statistically significant differences between the four groups of examined smart workers. Conclusions: All workers have had to readjust to this new way of working, but our results show that teachers were the most affected, both in the perception of their psychological well-being and in the management of the smart working mode.

Working Hours, Job Burnout, and Subjective Well-Being of Hospital Administrators: An Empirical Study Based on China's Tertiary Public Hospitals

(1) Purpose: To analyze the role of job burnout in connection with working hours and subjective well-being (SWB) among hospital administrators in China’s tertiary public hospitals. (2) Methods: A multi-stage, stratified, cluster random sampling method was used to select 443 hospital administrators in six tertiary public hospitals for study. The data were collected and analyzed using the working hours measuring scale, Maslach burnout, and the subjective well-being schedule. Pearson correlation, structural equation model, and bootstrap tests were conducted to examine the association between job burnout, working hours, and SWB. (3) Results: Among the 443 respondents, 330 worked more than 8 h per day on average (76.2%), 81 had the longest continuous working time more than 16 h (18.7%), and 362 worked overtime on weekends (82.2%). The prevalence of job burnout in hospital administrators was 62.8%, among which, 59.8% have mild burnout and 3.00% have severe burnout. In the dimension of emotional exhaustion, depersonalization, and reduced personal achievement, the proportion of people in high burnout was 21.0% (91/433), 15.0% (65/433), and 45.3% (196/433), respectively. Job burnout has a mediating effect between working hours and SWB, which accounted for 95.5% of the total effect. (4) Conclusion: Plagued by long working hours and severe job burnout, the hospital administrators in China’s tertiary public hospitals may have low SWB. Working hours have a negative direct impact on job burnout and SWB, and an indirect impact on SWB through job burnout as a mediator. Targeted strategies should be taken to adjust working hours to promote the physical and mental health of hospital administrators.