Development of Teachers’ Emotional Adjustment Performance Regarding Their Perception of Emotional Experience and Job Satisfaction During Regular School Operations, the First and the Second School Lockdown in Austria

Starting with the COVID-19 pandemic, research intensively investigated the effects of school lockdowns on involved stakeholders, such as teachers, students and parents. However, as research projects had to be hurriedly conducted, in-depth and longitudinal studies are lacking. Therefore, the current...

Descripción completa

Guardado en:

Detalles Bibliográficos
Autores principales:	Katharina-Theresa Lindner, Hannu Savolainen, Susanne Schwab
Formato:	article
Lenguaje:	EN
Publicado:	Frontiers Media S.A. 2021
Materias:	COVID-19 teachers’ emotional experience job satisfaction longitudinal study school lockdown Psychology BF1-990
Acceso en línea:	https://doaj.org/article/21d0a213dfee4e21a848d749c03a8f0b
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

id	oai:doaj.org-article:21d0a213dfee4e21a848d749c03a8f0b
record_format	dspace
spelling	oai:doaj.org-article:21d0a213dfee4e21a848d749c03a8f0b2021-11-15T04:27:43ZDevelopment of Teachers’ Emotional Adjustment Performance Regarding Their Perception of Emotional Experience and Job Satisfaction During Regular School Operations, the First and the Second School Lockdown in Austria1664-107810.3389/fpsyg.2021.702606https://doaj.org/article/21d0a213dfee4e21a848d749c03a8f0b2021-11-01T00:00:00Zhttps://www.frontiersin.org/articles/10.3389/fpsyg.2021.702606/fullhttps://doaj.org/toc/1664-1078Starting with the COVID-19 pandemic, research intensively investigated the effects of school lockdowns on involved stakeholders, such as teachers, students and parents. However, as research projects had to be hurriedly conducted, in-depth and longitudinal studies are lacking. Therefore, the current study uses data from a longitudinal study to investigate the well-being of Austrian in-service teachers during the COVID-19 pandemic. In total 256 teachers took part at both measurement waves and participated in an online survey. Standardized questionnaires were used to assess teachers’ perception of emotional experiences and job satisfaction before COVID-19 (retrospective, t1), during the first (in situ, t2) and during the second school lockdown (in situ, t3). The results indicated that the vast majority of teachers generally felt a high level of job satisfaction. However, teachers’ satisfaction decreased between regular teaching and school lockdowns. Similarly, positive emotional activation was reduced and negative activation increased. Further, results from a positive activation cross-lagged path model indicated that the lack of positive activation led to lower job satisfaction. For negative emotional activation, job satisfaction during the first school lockdown predicted negative activation at the second lockdown.Katharina-Theresa LindnerHannu SavolainenSusanne SchwabSusanne SchwabSusanne SchwabFrontiers Media S.A.articleCOVID-19teachers’ emotional experiencejob satisfactionlongitudinal studyschool lockdownPsychologyBF1-990ENFrontiers in Psychology, Vol 12 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	COVID-19 teachers’ emotional experience job satisfaction longitudinal study school lockdown Psychology BF1-990
spellingShingle	COVID-19 teachers’ emotional experience job satisfaction longitudinal study school lockdown Psychology BF1-990 Katharina-Theresa Lindner Hannu Savolainen Susanne Schwab Susanne Schwab Susanne Schwab Development of Teachers’ Emotional Adjustment Performance Regarding Their Perception of Emotional Experience and Job Satisfaction During Regular School Operations, the First and the Second School Lockdown in Austria
description	Starting with the COVID-19 pandemic, research intensively investigated the effects of school lockdowns on involved stakeholders, such as teachers, students and parents. However, as research projects had to be hurriedly conducted, in-depth and longitudinal studies are lacking. Therefore, the current study uses data from a longitudinal study to investigate the well-being of Austrian in-service teachers during the COVID-19 pandemic. In total 256 teachers took part at both measurement waves and participated in an online survey. Standardized questionnaires were used to assess teachers’ perception of emotional experiences and job satisfaction before COVID-19 (retrospective, t1), during the first (in situ, t2) and during the second school lockdown (in situ, t3). The results indicated that the vast majority of teachers generally felt a high level of job satisfaction. However, teachers’ satisfaction decreased between regular teaching and school lockdowns. Similarly, positive emotional activation was reduced and negative activation increased. Further, results from a positive activation cross-lagged path model indicated that the lack of positive activation led to lower job satisfaction. For negative emotional activation, job satisfaction during the first school lockdown predicted negative activation at the second lockdown.
format	article
author	Katharina-Theresa Lindner Hannu Savolainen Susanne Schwab Susanne Schwab Susanne Schwab
author_facet	Katharina-Theresa Lindner Hannu Savolainen Susanne Schwab Susanne Schwab Susanne Schwab
author_sort	Katharina-Theresa Lindner
title	Development of Teachers’ Emotional Adjustment Performance Regarding Their Perception of Emotional Experience and Job Satisfaction During Regular School Operations, the First and the Second School Lockdown in Austria
title_short	Development of Teachers’ Emotional Adjustment Performance Regarding Their Perception of Emotional Experience and Job Satisfaction During Regular School Operations, the First and the Second School Lockdown in Austria
title_full	Development of Teachers’ Emotional Adjustment Performance Regarding Their Perception of Emotional Experience and Job Satisfaction During Regular School Operations, the First and the Second School Lockdown in Austria
title_fullStr	Development of Teachers’ Emotional Adjustment Performance Regarding Their Perception of Emotional Experience and Job Satisfaction During Regular School Operations, the First and the Second School Lockdown in Austria
title_full_unstemmed	Development of Teachers’ Emotional Adjustment Performance Regarding Their Perception of Emotional Experience and Job Satisfaction During Regular School Operations, the First and the Second School Lockdown in Austria
title_sort	development of teachers’ emotional adjustment performance regarding their perception of emotional experience and job satisfaction during regular school operations, the first and the second school lockdown in austria
publisher	Frontiers Media S.A.
publishDate	2021
url	https://doaj.org/article/21d0a213dfee4e21a848d749c03a8f0b
work_keys_str_mv	AT katharinatheresalindner developmentofteachersemotionaladjustmentperformanceregardingtheirperceptionofemotionalexperienceandjobsatisfactionduringregularschooloperationsthefirstandthesecondschoollockdowninaustria AT hannusavolainen developmentofteachersemotionaladjustmentperformanceregardingtheirperceptionofemotionalexperienceandjobsatisfactionduringregularschooloperationsthefirstandthesecondschoollockdowninaustria AT susanneschwab developmentofteachersemotionaladjustmentperformanceregardingtheirperceptionofemotionalexperienceandjobsatisfactionduringregularschooloperationsthefirstandthesecondschoollockdowninaustria AT susanneschwab developmentofteachersemotionaladjustmentperformanceregardingtheirperceptionofemotionalexperienceandjobsatisfactionduringregularschooloperationsthefirstandthesecondschoollockdowninaustria AT susanneschwab developmentofteachersemotionaladjustmentperformanceregardingtheirperceptionofemotionalexperienceandjobsatisfactionduringregularschooloperationsthefirstandthesecondschoollockdowninaustria
_version_	1718428854158098432

Development of Teachers’ Emotional Adjustment Performance Regarding Their Perception of Emotional Experience and Job Satisfaction During Regular School Operations, the First and the Second School Lockdown in Austria

Ejemplares similares