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

Path analysis of perceived disease vulnerability, COVID-19 fear, and lower vaccine hesitancy within the context of protection motivation theory

COVID-19 vaccinations have demonstrated effectiveness in reducing severe infections. However, vaccine hesitancy posed a major public health hurdle to combat the COVID-19 pandemic. Online spread of vaccine conspiracy beliefs generated unwarranted mistrust and resistance to vaccines. While numerous studies have explored the factors influencing vaccine hesitancy, there remains a lack of comprehensive understanding regarding the interplay between perceived disease vulnerability, COVID-19 fear, and vaccine hesitancy. Protection motivation theory posits citizens will evaluate perceived threats and take actions to mitigate potential harm. With a large U.S. sample, path analysis demonstrated individuals' perceived disease vulnerability was associated with lower vaccine hesitancy. Greater perceived disease vulnerability was associated with higher COVID-19 fear. Greater COVID-19 fear was associated with lower vaccine hesitancy. Greater vaccine conspiracy beliefs associated with higher vaccine hesitancy. However, in the presence of perceived vulnerability to disease, vaccine conspiracy beliefs associated with higher fear of COVID-19 and thereby lower vaccine hesitancy. We found under circumstances of higher perceived vulnerability to disease and fear of COVID-19, vaccine conspiratorial believers were less vaccine hesitant. We discuss how public health messaging can highlight personal risks to contracting COVID-19 to appeal to those who self-identify as disease prone, but may have reservations about vaccines because of misinformation. Successfully combating diseases entails reaching and gaining cooperation from misbelievers because misinformation is expected to continue in the digital age. By understand individual differences to vaccine hesitancy, it can help increase vaccinations and prevent severe illnesses in the post COVID-19 pandemic era.

Chronic stress and turnover intention of resident physicians after experiencing COVID-19

BACKGROUND

Previous studies have explored the stress and turnover intention of healthcare workers, but as important backup talents in the healthcare system, resident physicians have received little attention from researchers, especially after experiencing COVID-19. Therefore, this study aims to evaluate the chronic stress and turnover intention of resident physicians after experiencing COVID-19.

METHODS

From June to August 2022, we conducted a questionnaire survey on resident physicians in the Children's Hospital of Hebei Province through the online platform (Wenjuanxing) to evaluate their chronic stress and turnover intention after experiencing COVID-19. For the collected data, we used frequency and percentage to make the statistical description, the Chi-square test to make a univariate analysis on the scores of chronic stress and turnover intention scale, and binary logistic regression analysis to explore the influencing factors of turnover intention.

RESULTS

Out of 143 respondents, we finally received 127 questionnaires, with a response rate of 88.81%. Among 127 respondents, 80.31% of resident physicians experienced varying degrees of chronic stress (mild: 36.22%, moderate: 35.43%, severe: 8.66%), and 74.80% of resident physicians showed varying degrees of turnover intention (mild: 23.62%, moderate: 37.79%, severe: 13.39%). Moreover, age (OR = 0.772, P = 0.042), identity (OR = 8.648, P = 0.021), and chronic stress levels (mild: OR = 6.938, P = 0.003; moderate: OR = 44.049, P < 0.003; severe: OR = 46.141, P = 0.004) can significantly affect turnover intention.

CONCLUSION

In this study, we reported a relatively high proportion of resident physicians with high chronic stress and high turnover intention after experiencing COVID-19. We suggest that the relevant departments should pay more attention to the resident physicians' group and formulate corresponding measures to solve the problems faced by the resident physicians and ensure the stability of the health human resources.

Understanding Education Workers' Stressors after Lockdowns in Ontario, Canada: A Qualitative Study

Understanding the experiences and stressors of education workers is critical for making improvements and planning for future emergency situations. Province-specific studies offer valuable information to understand the stressors of returning to the workplace. This study aims to identify the stressors education workers experienced when returning to work after months of school closures. This qualitative data is part of a larger study. Individuals completed a survey including a questionnaire and some open-ended questions in English and French. A total of 2349 respondents completed the qualitative portion of the survey, of which most were women (81%), approximately 44 years of age, and working as teachers (83.9%). The open-ended questions were analyzed using thematic analysis. Seven themes emerged from our analysis: (1) challenges with service provision and using technology; (2) disruption in work-life balance; (3) lack of clear communication and direction from the government and school administration; (4) fear of contracting the virus due to insufficient health/COVID-19 protocols; (5) increase in work demands; (6) various coping strategies to deal with the stressors of working during the COVID-19 pandemic; (7) lessons to be learned from working amid a global pandemic. Education workers have faced many challenges since returning to work. These findings demonstrate the need for improvements such as greater flexibility, training opportunities, support, and communication.

Facing Your Fear of COVID-19: Resilience as a Protective Factor Against Burnout in South African Teachers

Objective

Frontline workers have been distinctively impacted by the rapid spread of the COVID-19 pandemic. Teachers, as frontline employees in the educational system, had to contend with unprecedented changes to their work role, as well as new job demands coupled with insufficient resources and the effects of the pandemic on their personal lives. While some teachers struggled to cope and reported intense levels of fear of COVID-19 and burnout, others were able to adapt and experienced a sense of growth and accomplishment. Therefore, the current study aimed to examine the role of resilience in the relationship between fear of COVID-19 and burnout among South African schoolteachers using a survey design.

Materials and methods

Schoolteachers in South Africa (n = 355) were administered the Maslach Burnout Inventory, the Fear of COVID-19 Scale, and the Connor-Davidson Resilience Scale-10.

Results

The results showed a positive relationship between fear of COVID-19 and emotional exhaustion and depersonalization. Moreover, structural equation modeling confirmed a health-sustaining role for resilience as it had a significant direct effect on burnout. Resilience also partially mediated the impact of fear of COVID-19 on depersonalization as well as emotional exhaustion, and fully mediated the impact of fear of COVID-19 on personal accomplishment.

Conclusions

Our findings underscore that promoting individual- and institutional-level strategies to support teachers is necessary to build resilience, especially in the context of the COVID-19 pandemic.

People with High Perceived Infectability Are More Likely to Spread Rumors in the Context of COVID-19: A Behavioral Immune System Perspective

Since the outbreak of COVID-19, many studies have explored the influencing factors of rumor spreading, such as anxiety, risk perception and information source credibility, but few studies have focused on the impact of individual differences. Based on the theory of behavioral immune systems, we investigated the impact of perceived infectability on rumor spreading and the mediating role of rumor trust in the context of COVID-19. Two studies were investigated using the scale and recall-report task of rumor spreading. The results show that perceived infectability was a significant positive predictor of rumor spreading. However, the impact of perceived infectability on rumor spreading was not direct, and it mainly indirectly affected rumor spreading through the mediating role of rumor trust. Overall, the findings suggest that individuals with high perceived infectability are more likely to believe rumors and then spread rumors during the epidemic. This study advances the literature on rumor spreading and behavioral immune systems and provides practical implications to anti-rumor campaigns.

Job Satisfaction Goes a Long Way: The Mediating Role of Teaching Satisfaction in the Relationship between Role Stress and Indices of Psychological Well-Being in the Time of COVID-19

The COVID-19 pandemic and its containment measures has resulted in drastic changes in the educational landscape. Teachers had to rapidly adapt to shifts in their work-related roles and responsibilities. This situation likely led to role stress and affected the levels of job satisfaction, mental health and general life satisfaction. In this study, we examined the role of teachers' job satisfaction in the relationship between role stress and indices of psychological well-being. The participants were South African school teachers (N = 355) who completed the Role Orientation Questionnaire, the Teaching Satisfaction Scale, the Center for Epidemiological Studies Depression Scale, the trait scale of the State-Trait Anxiety Inventory and the Satisfaction with Life Scale. In addition to descriptive statistics and correlations, path analysis was performed to determine the mediating role of teaching satisfaction. Increased levels of teaching satisfaction were associated with decreased levels of depression and anxiety and increased levels of life satisfaction. Teaching satisfaction also mediated the relationship between role conflict, as well as role ambiguity and anxiety. The results indicated that teaching satisfaction is a critical protective factor for teachers. Thus, improving task significance and enhancing the meaning associated with the teaching profession may help promote the adaptive functioning of teachers.

The Beneficial Effects of Professional Identity: The Mediating Role of Teaching Identification in the Relationship between Role Stress and Psychological Distress during the COVID-19 Pandemic

At the start of the COVID-19 pandemic, teachers and students rapidly transitioned to remote teaching and learning. In South Africa, this initial transition was followed by periods of reopening and closing of schools during the various waves of the pandemic. When schools were reopened, rotational schooling was implemented, with students attending in shifts. All this change created a climate of uncertainty for teachers. The current study investigates the relationship between role stress and indices of psychological distress, as well as the potential mediating role of teaching identification in this relationship, using a cross-sectional survey design. Participants (n = 355) were school teachers in South Africa who completed the Role Stress Questionnaire, the Professional Identification Scale, the trait scale of the State-Trait Anxiety Inventory, and the Beck Hopelessness Scale during the second wave of the pandemic (May-July 2021). The results of a structural equation analysis indicate significant positive direct effects of role conflict and ambiguity on anxiety and hopelessness, as well as significant negative direct effects of teaching identification on anxiety and hopelessness. In addition, teaching identification was found to mediate the effect of role conflict and ambiguity on anxiety and hopelessness. The demonstrated role of teaching identification has implications that suggest the importance of leadership and supervisory support, as well as enhancing the societal value of teaching as a profession.

Investigating Predictors of Psychological Distress for Healthcare Workers in a Major Saudi COVID-19 Center

This study investigated the relationship between fear of COVID-19, previous exposure to COVID-19, perceived vulnerability to disease, sleep quality, and psychological distress among healthcare workers (HCWs) in Taif city in Saudi Arabia, which has a population of 702,000 people. A cross-sectional study design was adopted. HCWs (n = 202) completed a survey containing the Fear of COVID-19 Scale (FCV-19S), Perceived Vulnerability to Disease (PVD), Pittsburgh Sleep Quality Index (PSQI), and Depression, Anxiety, and Stress Scale (DASS-21). FCV-19S and sleep quality were significant predictors for psychological distress. Female gender was a significant predictor for depression and stress. Single, divorced, and widowed marital status were predictive for anxiety. FCV-19S was weakly correlated with PVD but moderately with depression, anxiety, and stress. Of the two PVD subscales, perceived infectability was weakly correlated with psychological distress. PVD and previous experience with COVID-19 were not significant predictors. Sleep quality and FCV-19S were major predictors of psychological distress. Findings indicated that poor sleep quality was strongly associated with psychological distress, while fear of COVID-19 had a moderate association. Such results support the need to design and implement psychological programs to assist HCWs in dealing with the psychological impact of this ongoing pandemic.

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.