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

Exploring the relationship between working from home, mental and physical health and wellbeing: a systematic review

Background

Understanding the impact of working from home on health and wellbeing is of great interest to employers and employees alike, with a strong need for up-to-date guidance. The aim of this systematic review was to identify, appraise and synthesise existing research evidence that explores the impact of home working on health and wellbeing outcomes for working people and health inequalities in the population.

Methods

We conducted a systematic review of qualitative, quantitative and observational studies. We searched databases, reference lists and UK grey literature and completed citation searching of included papers. We extracted and tabulated key data from the included papers and synthesised narratively. Factors associated with the health and wellbeing of people working at home reported in the literature were displayed by constructing mind maps of each individual factor which had been identified. The findings were combined with an a priori model to develop a final model, which was validated in consultation with stakeholders.

Results

Of 96 studies which were found to meet the inclusion criteria for the review, 30 studies were published before the COVID-19 pandemic and a further 66 were published during the pandemic. The quality of evidence was limited by the study designs employed by the authors, with the majority of studies being cross-sectional surveys (n = 59). For the most part, for studies which collected quantitative data, measures were self-reported. The largest volume of evidence identified consisted of studies conducted during the COVID-19 pandemic which looked at factors which influence the relationship between working from home and measures relating to mental health and wellbeing. Fifteen studies which considered the potential for working at home to have different effects for different subgroups suggested that working at home may have more negative consequences during the COVID-19 pandemic for women and in particular, mothers. There was very little evidence on age (two studies), ethnicity (one study), education or income (two studies) in terms of moderating home working effects, and very limited evidence from before the COVID-19 pandemic. The concept of enforced working from home and having 'no choice' was reported in only one paper prior to the pandemic and two papers reporting on working from home as a result of COVID-19. However, the concept of lack of choice around working from home was implicit in much of the literature - even though it was not directly measured. There were no clear patterns of wellbeing measures which changed from positive to negative association (or vice versa) during the pandemic.

Limitations

The quality of the evidence base was very much limited by study designs, particularly for studies published during the COVID-19 pandemic, with the majority of studies consisting of data collected by cross-sectional surveys (often online). Due to the rapidly expanding nature of the evidence on this topic, it is possible that new studies were published after the final citation searches were conducted.

Discussion

The evidence base for the factors which influence the relationship between home working and health-related outcomes has expanded significantly as a result of the need for those whose work could be done from home to work at home during the COVID-19 pandemic. Our findings suggest that there are factors relating to the external context, the role of employers and the circumstances of the employee which contribute to determining whether someone works at home and what the associated impacts on health and wellbeing may be. Learning from the COVID-19 lockdown experience will be important to inform future policy on home and hybrid working.

Future work

There is a need for better-quality studies of the health impact of home working, in particularly studies which recruit a range of participants who are representative of the working population and which are designed to minimise sampling/recruitment biases and response biases.

Funding

This project was funded by the National Institute for Health and Care Research (NIHR) Public Health Research programme (project reference 18/93 PHR Public Health Review Team) and will be published in full in Public Health Research; Vol. 11, No. 4. See the NIHR Journals Library website for further project information. The views expressed are those of the authors and not necessarily those of the NIHR or the Department of Health and Social Care.

Study registration

This study is registered as PROSPERO 2021 CRD42021253474.

TElewoRk-RelAted Stress (TERRA), Psychological and Physical Strain of Working From Home During the COVID-19 Pandemic: A Systematic Review

BACKGROUND

Many workers shifted to working from home due to the COVID-19 pandemic. This review aims to investigate if this sudden change caused an increase in TElewoRk-RelAted stress (TERRA) which is defined as physical and mental stress caused by telework.

METHODS

A systematic review using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines was performed of three scientific databases (PubMed, ISI Web of Knowledge, and Scopus), which also included a quality assessment. Articles measuring stress, psychological or physical, in remote workers, published from December 2019 through August 2021 were included in the review. Results were extracted by reporting: authors, country, study design, type of workers, sample, questionnaires and measurements, and outcomes. Data were synthesized quantitatively for country, type of workers, and outcomes.

RESULTS

Out of the 518 articles found in the three databases, 19 articles were included in the systematic review (10,012 participants overall), and 78.9% of these highlighted an increase in TERRA levels in remote workers. Among 85.7% of the studies considering gender as a variable, TERRA levels were higher in female workers. Twelve (63.2%) of the studies investigated psychological well-being, two (10.5%) focused on the physical well-being of remote workers, three (15.8%) investigated both, and two studies had other outcomes (10.5%).

CONCLUSIONS

Considering the redefinition of workplaces dictated by the COVID-19 pandemic, this review highlights the emerging issue of remote work and the use of technology in working from home, emphasizing a rapidly growing occupational health problem. Remote workers need to be provided with emotional and technical support to prevent TERRA in remote workers.

The Role of Emotional Intelligence and Metacognition in Teachers' Stress during Pandemic Remote Working: A Moderated Mediation Model

During the COVID-19 pandemic, in adapting to social and work changes and new technological methods for remote teaching, teachers were subjected to increased work pressure, which affected their well-being and led to increased negative stress and burnout. This study was designed to test whether dysfunctional outcomes resulting from adapting to new ways of teaching via technological tools can be mitigated by the protective factors of emotional intelligence and metacognition. The study involved 604 teachers in Sicily filling out a questionnaire consisting of four different scales: (1) the Schutte Self-Report Emotional Intelligence Test (SREIT); (2) the Metacognitive Functions Screening Scale (MFSS-30); (3) the Link Burnout Questionnaire (LBQ); and (4) the Secondary Traumatic Stress Scale STSS-I. The results show that emotional intelligence mediates the relationship between certain remote work risk factors, as well as stress and burnout. In addition, metacognition was found to be a significant moderating factor in the relationship between risk factors and emotional intelligence. With regard to the United Nations' Agenda 2030 Goals, our results emphasize the importance of teachers' emotional and metacognitive skills in promoting quality of life and psychological well-being.

Teachers' emotional exhaustion during the COVID-19 pandemic: Levels, changes, and relations to pandemic-specific demands

We aimed to identify the levels of and changes in emotional exhaustion experienced by teachers and principals during the COVID-19 pandemic and pandemic-related stressors and resources. In a German sample of 2157 teachers and 374 principals, we found high levels and an increase of emotional exhaustion. Results from multi-group structural equation modeling analyses indicated that health concerns and workload were positively and social support negatively related to emotional exhaustion. Additional analyses of an open response question confirmed that teachers and principals experienced their work during the COVID-19 pandemic as predominantly stressful. These results indicate the importance of supporting both teachers and principals in reducing their exhaustion to help students overcome the consequences of the COVID-19 pandemic.

Longitudinal study of teacher acceptance of mobile virtual labs

Synthesizing the advancements in technology with classroom practices depends considerably on teachers acceptance of such internet and communication technology (ICT) tools. Adequate teacher training and upgrading of their IT skills are not prioritized in developing economies leading to poor adoption of emerging technology assisted pedagogic interventions. This paper investigated the underlying characteristics of teachers acceptance of mobile friendly virtual laboratories (M-VLs) as part of a longitudinal study conducted over 5 years covering both pre-pandemic and pandemic periods. Systematic analysis of quantitative data from 650 chemistry teachers was carried out. Viewing through the theoretical lens of Unified Theory of Acceptance and Use of Technology (UTAUT2) theory, the effects of performance expectancy (PE), effort expectancy (EE), social influence (SI), facilitating conditions (FC), hedonic motivation (HM) and habit (HA) on the behavioral intention (BI) and use behavior (UB) were scrutinized. Structural Equation Modeling (SEM) analysis revealed that PE, SI, and HA are the considerable predictors of the BI to use M-VLs and HA is the predictor of UB. The present study found HM influencing teacher's BI and UB before COVID-19. However during COVID-19 the FC influenced usage. Moreover, we found that the technology training focused on enhancing knowledge, skill and, access leads to teachers' are critical to empowering teachers and causing wider adoption.

Consequences of COVID-19 on Employees in Remote Working: Challenges, Risks and Opportunities An Evidence-Based Literature Review

The COVID-19 pandemic forced organizations across all sectors and sizes to undertake crucial changes in order to remain productive during the emergency. Among these, the shift towards remote working arrangements is still present in our workplaces, impacting employees' well-being and productivity. This systematic review aims to describe the pandemic's consequences on work organization by analyzing whether and how the shift towards remote or home-working impacted employees' productivity, performance, and well-being. Furthermore, it describes the role of individual and organizational factors in determining employees' adjustment to remote work. Sixty-seven peer-reviewed papers published from 2020 to 2022, written in English, were selected through the preferred reporting items for systematic reviews and meta-analyses (PRISMA) guidelines. Findings describe how remote working arrangements, the workplace and organizational factors, and the employees' individual traits and skills impacted employees' productivity and well-being. Furthermore, they provide a description of the organizational enforcement actions reported in the literature. Managerial and practical implications, such as enforcement actions, team management strategies, and initiatives to promote employees' physical and mental health, will be discussed in the paper.

Consumer Choices and Habits Related to Tea Consumption by Poles

Tea is one of the most consumed beverages in the world. In the literature, much attention is paid to the influence of tea and its components on human health and consumer purchasing behavior. The aim of the study was to analyze the habits of Polish consumers regarding tea consumption, brewing methods, and their choices related to tea, to describe the characteristics of tea consumers, and present their segmentation based on consumer choices and habits regarding tea consumption. The study was performed using the computer-assisted web interviewing (CAWI) method on a group of 1700 adult consumers of tea. Information about consumer choices and habits related to tea consumption was collected, including brewing method, place of tea consumption, and factors determining tea choices. Using cluster analysis, six groups of tea consumers were identified. These are “Occasional tea gourmets”, “Yerba mate drinkers”, “Tea gourmets”, “Occasional consumers”, “Undemanding tea consumers,” and “Occasional strong tea consumers”. In summary, it can be said that Poles are not tea gourmets; they prefer black tea, in bags, brewed in cups or glasses for up to 3 min, and usually drink teas without any additives, at home, several times a week, during breakfast and between meals. The most popular brand among the respondents was Lipton. Consumers have little knowledge of the health benefits of tea.

K-12 teachers' stress and burnout during the COVID-19 pandemic: A systematic review

We present the first systematic literature review on stress and burnout in K-12 teachers during the COVID-19 pandemic. Based on a systematic literature search, we identified 17 studies that included 9,874 K-12 teachers from around the world. These studies showed some indication that burnout did increase during the COVID-19 pandemic. There were, however, almost no differences in the levels of stress and burnout experienced by K-12 teachers compared to individuals employed in other occupational fields. School principals' leadership styles emerged as an organizational characteristic that is highly relevant for K-12 teachers' levels of stress and burnout. Individual teacher characteristics associated with burnout were K-12 teachers' personality, self-efficacy in online teaching, and perceived vulnerability to COVID-19. In order to reduce stress, there was an indication that stress-management training in combination with training in technology use for teaching may be superior to stress-management training alone. Future research needs to adopt more longitudinal designs and examine the interplay between individual and organizational characteristics in the development of teacher stress and burnout during the COVID-19 pandemic and beyond.

Remote Working and Home Learning: How the Italian Academic Population Dealt with Changes Due to the COVID-19 Pandemic Lockdown

The COVID-19 pandemic introduced changes in people’s lives that affected their mental health. Our study aimed to explore the level of psychological distress in the academic population during the lockdown period and investigate its association with the new working or studying conditions. The study sample included 9364 students and 2159 employees from five Italian universities from the study IO CONTO 2020. We applied linear regression models to investigate the association between home learning or remote working conditions and psychological distress, separately for students and employees. Psychological distress was assessed using the Hospital Anxiety and Depression Scale (HADS). In both students and employees, higher levels of distress were significantly associated with study/work–family conflicts, concerns about their future careers, and inadequacy of equipment; in employees, higher levels of distress were significantly associated with a lack of clarity on work objectives. Our results are in line with previous research on the impact of spaces and equipment in remote working/studying from home. Moreover, the study contributes to deepening the association between well-being and telework–family conflict, which in the literature is still equivocal. Practical implications require academic governance to promote sustainable environments both in remote and hybrid work conditions, by referring to a specific management by objectives approach.

Influence of Country Digitization Level on Digital Pandemic Stress

A quick and effective solution to address the immediate change in teaching methods after the COVID-19 pandemic was digital learning environments (DLEs). The way in which this process of change towards DLEs was tackled was different around the world, depending on multiple factors, including the level of digitization, technology, and innovation. This paper conducts quantitative research on the influence of the COVID-19 pandemic on the adaptation of university professors to DLEs. In order to achieve this objective, a sample of 723 university professors from 15 countries in Latin America and the Caribbean was taken. The participants’ self-perception of the stress generated and their levels of digital competence during the COVID-19 pandemic were studied according to the Global Innovation Index (GII) of their country of origin. The results show that professors have an intermediate–high self-perception of both their digital competence and their ability to adapt to DLEs. It is also shown that neither the professors’ level of digital competence nor the GII of the country of origin fully explain the level of pandemic stress regarding the use of DLEs. This fact suggests that there must be other influential factors to consider, thus opening new lines of future research.

The Fear of COVID-19: Gender Differences among Italian Health Volunteers

Background: During the COVID-19 pandemic, the fear of being infected was a major concern, resulting in both physical and psychological effects. Despite several studies on fear of COVID-19 in the general population, the effects on healthy volunteers who face COVID-19 on the frontlines have not yet been investigated. Methods: An online survey on specific psychological variables related to COVID-19 was administered to 720 healthy volunteers, and gender differences were investigated. Results: The primary finding was that females showed higher scores in all dimensions assessed. A multiple linear regression conducted on both genders exhibited a similar pattern of predictors, highlighting the pivotal role of negative affect in the male group. Conclusions: The findings suggest that COVID-19 had significant effects on healthy volunteers, especially in the female group. Although the previous literature did not report the crucial role played by the negative affect in the male sample, these results highlight the need to deepen how both genders use different emotional strategies to cope with stressful situations. This study may be useful in the development of specific psychological support and ad hoc training for healthy volunteers.

COVID-19 pandemic-related anxiety, stress, and depression among teachers: A systematic review and meta-analysis

BACKGROUND

As millions of teachers have been forced to rely upon remote teaching due to the closure of schools during the COVID-19 pandemic. It is particularly important to understand the extent to which teacher's psychological wellbeing has been affected by this global health crisis.

OBJECTIVE

The aim of this comprehensive systematic review and meta-analysis was twofold: 1) ascertain the prevalence of stress, anxiety, depression among teachers during the COVID-19 outbreak; 2) identify the associated factors of these psychological wellbeing domains of the teachers.

METHODS

Academic Search Premier, Eric, PsycInfo, Scopus, and Web of Science were searched for articles published from December 2019 and July 2021, using search terms including "COVID-19" "anxiety" "depression" "stress", and "teachers".

RESULTS

This study included 54 studies synthesising data from 256,896 teachers across 22 countries. The meta-analysis showed higher prevalence of stress (62.6%, 95% Confidence Interval [CI]: 46.1-76.6), compared to anxiety (36.3%, 95% CI: 28.5-44.9) and depression (59.9%, 95% CI: 43.4-74.4) among teachers. Teachers' experiences of these psychological issues were associated with various socio-demographic and institutional factors, including gender, nature of online teaching, job satisfaction, teaching experience, and the volume of workload. Additionally, several protective factors, such as regular exercises and provision of technical support for online teaching, reduced teachers' negative psychological experiences.

CONCLUSION

There is a need for authorities to formulate educational policies to improve teachers' wellbeing at the time of global crisis. Special attention should be paid to assist female teachers in overcoming physical and mental stressors.

Trends in education during the pandemic: modern online technologies as a tool for the sustainability of university education in the field of media and communication studies

The involuntary shutdown at universities during the COVID-19 pandemic and the impossibility of full-time teaching forced university teachers to look for other ways of communication strategies through Internet platforms with students and in everyday academic activities. The aim of this study is to reveal the attitudes and perception of university teachers in the field of Media and Communication Studies in Slovakia during two years of online home learning (2020 and 2021) when the first two waves of the COVID-19 pandemic took place. The aim was to show changes in the perception of the situation in terms of existing positives and negatives during this period as well as to point out a possible trend in the communication strategies used to ensure the sustainability of the education system. Due to the lockdown, the survey was only conducted in electronic format using online questionnaires. The participants were university teachers from the field of Media and Communication Studies. As this is a progressive field the study of which is carried out at the intersection of the interests of several scientific disciplines, it can be assumed that the conclusions can easily be transferred to social, economic, humanities and arts disciplines. When communicating and teaching students in 2020 and also in 2021, online teaching through systems such as Zoom or Google Meet and individual consultations by e-mail, chat and social networks dominated. As the results of the study indicate, modern online technologies contribute to the sustainability of the educational process during an emergency and will become an integral part of university education even after the end of the pandemic situation.

Variables Influencing Professors' Adaptation to Digital Learning Environments during the COVID-19 Pandemic

This paper conducts quantitative research on the influence of the COVID-19 pandemic on the adaptation to digital learning environments (DLE) of a group of 908 university professors. We compared the perceptions of participants who were digital natives (born before 1980) with those of digital immigrants (born after 1980). For this purpose, a validated survey was used and the obtained responses statistically analyzed. The results show a negative correlation between pandemic stress and the digital competence of professors and their adaptation skills to digital environments, which although weak for both of the two groups compared are stronger for digital immigrants. Both self-confidence and digital competence show a positive influence on the perception of adaptation of skills to DLE, and this is weaker in digital natives. Gaps were identified by gender and area of knowledge of the participants; consequently, the need to carry out training actions for university faculty on skills linked to their digital competence in teaching is clear.

Psychometric evaluation of fear of COVID-19 Scale (FCV-19S) among Chinese primary and middle schoolteachers, and their students

Utilizing a large-scale cross-sectional survey, the present study tested the advanced psychometric properties of Fear of COVID-19 Scale (FCV-19S) in specific populations (i.e., primary and middle schoolteachers, and their students). The present study also examined the association between perceived fear of COVID-19 and psychological distress among home-room teachers (i.e., teachers who teach all their students in one classroom all day) and their students. The results among participants (11,134 teachers and 4,335 students) indicated good internal reliability of FCV-19S and excellent factorial validity with a two-factor structure utilizing these specific populations. Furthermore, the multilevel analysis showed that home-room teachers' psychological distress, but not fear of COVID-19, was positively associated with their students. In sum, the FCV-19S is a useful tool to assess the fear of COVID-19 on potentially vulnerable populations (i.e., primary/middle schoolteachers and their students). Future studies are encouraged to use the present study's findings to investigate possible underlying mechanisms for developing effective coping strategies and interventions.

SUPPLEMENTARY INFORMATION

The online version contains supplementary material available at 10.1007/s12144-021-02471-3.

Work-Related Mental Health Under COVID-19 Restrictions: A Mini Literature Review

Coronavirus Disease 2019 (COVID-19) restrictions, including national lockdown, social distancing, compulsory quarantine, and organizational measures of remote working, are imposed in many countries and organizations to combat the coronavirus. The various restrictions have caused different impacts on the employees' mental health worldwide. The purpose of this mini-review is to investigate the impact of COVID-19 restrictions on employees' mental health across the world. We searched articles in Web of Science and Google Scholar, selecting literature focusing on employees' mental health conditions under COVID-19 restrictions. The findings reveal that the psychological impacts of teleworking are associated with employees' various perceptions of its pros and cons. The national lockdown, quarantine, and resuming to work can cause mild to severe mental health issues, whereas the capability to practice social distancing is positively related to employees' mental health. Generally, employees in developed countries have experienced the same negative and positive impacts on mental health, whereas, in developing countries, employees have reported a more negative effect of the restrictions. One explanation is that the unevenly distributed mental health resources and assistances in developed and developing countries.

Trends in Coffee and Tea Consumption during the COVID-19 Pandemic

Over the last two years, many countries have enforced confinement to limit both the spread of COVID-19 and the demand for medical care. Confinement has resulted in a disruption of work routines, boredom, depression, and changes in eating habits, among them consumption of coffee and tea. Following six databases, we examined articles tracking consumption of these beverages. Out of 472 articles, including 23 beverage entries, 13 matched our criteria. While no clear trend in coffee consumption during the coronavirus pandemic emerged (7 of 13 studies indicated an increase, accounting for 53.8%), tea consumption clearly increased (70% versus 30%). Considering the global health emergency continuum, more research is needed to better understand the paths underlying food choices and the ways those changes may influence health outcomes, including those related to COVID-19 disease.

"Stay at Home" in Italy during the COVID-19 Outbreak: A Longitudinal Study on Individual Well-Being among Different Age Groups

The restrictions imposed by the Italian government because of the coronavirus outbreak have been shown to be demanding on the Italian population. Data were collected at four different time points from 29 March 2020 to 3 May 2020 and during the final follow-up survey on 12 October 2020. In the present study, we provided longitudinal evidence on the relationship between the lockdown and mental health dimensions, such as emotional state, perceived stress, and time perspective, for three age groups. The results allowed us to observe their psychological status from different perspectives at five different time points. Notably, a negative effect of the lockdown individual well-beings emerged as a trend, and differences in individual adaptation strategies to a prolonged stressful situation were observed at the follow-up. Indeed, pairwise comparisons between age groups showed that the young adult group (18-23 years old) seemed to be the most psychologically affected by the lockdown. The findings are discussed according to the most recent literature on the topic. To the best of our knowledge, this is one of the first longitudinal studies carried out in Italy concerning the general psychological effects of the coronavirus lockdown.

Mistrust and Beliefs in Conspiracy Theories Differently Mediate the Effects of Psychological Factors on Propensity for COVID-19 Vaccine

Vaccination is considered a key factor in the sanitary resolution of the COVID-19 pandemic. However, vaccine hesitancy can undermine its diffusion with severe consequences on global health. While beliefs in conspiracy theories, mistrust in science and in policymakers, and mistrust in official information channels may also increment vaccine hesitancy, understanding their psychological causes could improve our capacity to respond to the pandemic. Thus, we designed a cross-sectional study with the aim of probing vaccine propensity in the Italian population and explored its relationship with sociodemographic and psychological variables, and with misbeliefs in COVID-19. A battery of questionnaires was administered to a sample of 374 Italian adults during the first national lockdown (April 2020). The materials included an original instrument—Beliefs in COVID-19 Inventory—and questionnaires measuring perceived stress, anxiety, death anxiety, psychological distress, psychoticism, paranoia, anger, and somatization. The exploratory factor analysis (EFA) on Beliefs in COVID-19 suggested the existence of three factors: belief in conspiracy theories, mistrust in medical information, and mistrust in medicine and science. These factors were positively correlated with female sex, age, religious beliefs, psychiatric conditions, and psychological variables, while negatively correlated with education levels. We conducted a mediation analysis by means of a structural equation model, including psychological factors as predictors, beliefs in COVID-19 scales as mediators, and vaccine propensity as an outcome. The model showed that death anxiety had a direct positive effect on the propensity to get vaccinated. It also showed that death anxiety reduced the propensity to get vaccinated through a mediated path in believing in conspiracy theories, whereas paranoia was linked to a reduction in vaccination adherence with the mediation effect of mistrust in medical science. Psychological distress reduced vaccination propensity by increasing both conspiracy beliefs and mistrust. On the other hand, anxiety increased the propensity to get vaccinated through a decrease in both belief in conspiracy theories and mistrust in science. Our results suggest that psychological dimensions are differentially related to belief in conspiracy theories, to mistrust in science, and to the propensity to get vaccinated. Based on this result, we propose an original interpretation of how conspiracy beliefs build on a paranoid and suspicious attitude. We also discuss the possible clinical implications of treatment for such pathological beliefs.