Consequences of COVID-19 Confinement for Teachers: Family-Work Interactions, Technostress, and Perceived Organizational Support

The confinement experienced due to the COVID-19 pandemic has prompted a rethink of the teaching–learning process to which teachers have responded without planning and instead used their resources. This study aimed to analyze the relationships between work–family interactions, technostress, and perce...

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Autores principales:	Patricia Solís García, Rocío Lago Urbano, Sara Real Castelao
Formato:	article
Lenguaje:	EN
Publicado:	MDPI AG 2021
Materias:	psychosocial factors professional-private interplay COVID-19 pandemic well-being teachers education Medicine R
Acceso en línea:	https://doaj.org/article/075dc051fc6f48d18cdc6d2972619c40
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spelling	oai:doaj.org-article:075dc051fc6f48d18cdc6d2972619c402021-11-11T16:24:37ZConsequences of COVID-19 Confinement for Teachers: Family-Work Interactions, Technostress, and Perceived Organizational Support10.3390/ijerph1821112591660-46011661-7827https://doaj.org/article/075dc051fc6f48d18cdc6d2972619c402021-10-01T00:00:00Zhttps://www.mdpi.com/1660-4601/18/21/11259https://doaj.org/toc/1661-7827https://doaj.org/toc/1660-4601The confinement experienced due to the COVID-19 pandemic has prompted a rethink of the teaching–learning process to which teachers have responded without planning and instead used their resources. This study aimed to analyze the relationships between work–family interactions, technostress, and perceived organizational support in teachers during the confinement period in Spain that began in March 2020. An online survey was administered to 640 pre-school, primary, and secondary school teachers. Positive reciprocal work–family interactions and their relationship with organizational support were found, with differences according to gender, with women showing a more negative perception of the impact on the family. There were no marked levels of technostress in the overall sample, although higher levels of perceived ineffectiveness and skepticism were found in teachers aged 46 years or older. Teachers in private and subsidized schools showed a higher level of perceived support than those in public schools. There is a need to continue this work to verify the values of these dimensions in other contexts and to apply institutional measures and public policies to improve these indicators in this group.Patricia Solís GarcíaRocío Lago UrbanoSara Real CastelaoMDPI AGarticlepsychosocial factorsprofessional-private interplayCOVID-19 pandemicwell-beingteacherseducationMedicineRENInternational Journal of Environmental Research and Public Health, Vol 18, Iss 11259, p 11259 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	psychosocial factors professional-private interplay COVID-19 pandemic well-being teachers education Medicine R
spellingShingle	psychosocial factors professional-private interplay COVID-19 pandemic well-being teachers education Medicine R Patricia Solís García Rocío Lago Urbano Sara Real Castelao Consequences of COVID-19 Confinement for Teachers: Family-Work Interactions, Technostress, and Perceived Organizational Support
description	The confinement experienced due to the COVID-19 pandemic has prompted a rethink of the teaching–learning process to which teachers have responded without planning and instead used their resources. This study aimed to analyze the relationships between work–family interactions, technostress, and perceived organizational support in teachers during the confinement period in Spain that began in March 2020. An online survey was administered to 640 pre-school, primary, and secondary school teachers. Positive reciprocal work–family interactions and their relationship with organizational support were found, with differences according to gender, with women showing a more negative perception of the impact on the family. There were no marked levels of technostress in the overall sample, although higher levels of perceived ineffectiveness and skepticism were found in teachers aged 46 years or older. Teachers in private and subsidized schools showed a higher level of perceived support than those in public schools. There is a need to continue this work to verify the values of these dimensions in other contexts and to apply institutional measures and public policies to improve these indicators in this group.
format	article
author	Patricia Solís García Rocío Lago Urbano Sara Real Castelao
author_facet	Patricia Solís García Rocío Lago Urbano Sara Real Castelao
author_sort	Patricia Solís García
title	Consequences of COVID-19 Confinement for Teachers: Family-Work Interactions, Technostress, and Perceived Organizational Support
title_short	Consequences of COVID-19 Confinement for Teachers: Family-Work Interactions, Technostress, and Perceived Organizational Support
title_full	Consequences of COVID-19 Confinement for Teachers: Family-Work Interactions, Technostress, and Perceived Organizational Support
title_fullStr	Consequences of COVID-19 Confinement for Teachers: Family-Work Interactions, Technostress, and Perceived Organizational Support
title_full_unstemmed	Consequences of COVID-19 Confinement for Teachers: Family-Work Interactions, Technostress, and Perceived Organizational Support
title_sort	consequences of covid-19 confinement for teachers: family-work interactions, technostress, and perceived organizational support
publisher	MDPI AG
publishDate	2021
url	https://doaj.org/article/075dc051fc6f48d18cdc6d2972619c40
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Consequences of COVID-19 Confinement for Teachers: Family-Work Interactions, Technostress, and Perceived Organizational Support

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