Stress and Burnout in Teachers During Times of Pandemic

In Argentina, once mandatory isolation was declared due to the COVID-19 pandemic, teachers of all educational levels and modalities had to substantially modify their way of working. The aim of this study was to identify the work situations that education professionals perceived as threats under the...

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Autores principales:	Natalia Vargas Rubilar, Laura Beatriz Oros
Formato:	article
Lenguaje:	EN
Publicado:	Frontiers Media S.A. 2021
Materias:	stress burnout teaching pandemic COVID-19 Psychology BF1-990
Acceso en línea:	https://doaj.org/article/86918a589275448c95a2099072473fbd
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spelling	oai:doaj.org-article:86918a589275448c95a2099072473fbd2021-12-01T04:49:59ZStress and Burnout in Teachers During Times of Pandemic1664-107810.3389/fpsyg.2021.756007https://doaj.org/article/86918a589275448c95a2099072473fbd2021-11-01T00:00:00Zhttps://www.frontiersin.org/articles/10.3389/fpsyg.2021.756007/fullhttps://doaj.org/toc/1664-1078In Argentina, once mandatory isolation was declared due to the COVID-19 pandemic, teachers of all educational levels and modalities had to substantially modify their way of working. The aim of this study was to identify the work situations that education professionals perceived as threats under the modality of non-face-to-face teaching, and to describe the level of perceived stress and its possible effect on psychophysical symptoms. Likewise, it sought to examine possible differences in the manifestations of burnout depending on the level of perceived stress and associated symptoms. An empirical study with a cross-sectional design was developed, in which 9,058 Argentine teachers, who had to complete self-report measures, participated. The sampling method was non-random, using an online procedure of reclusion of volunteers. Descriptive techniques and non-parametric tests were used for data analysis. More than 60% of the educators reported high and moderately high levels of stress. The predominant stressors were uncertainty about the consequences of the pandemic, work overload and inadequate working environment. The more stress they perceived, the higher the manifestation of unwanted psychophysical symptoms. Professional burnout was higher for teachers with a higher load of stress and with more psychophysical indicators of discomfort. These results reveal the psychological impact of the COVID-19 pandemic on the education staff, and encourage the development of intervention measures to preserve the health of professionals.Natalia Vargas RubilarLaura Beatriz OrosFrontiers Media S.A.articlestressburnoutteachingpandemicCOVID-19PsychologyBF1-990ENFrontiers in Psychology, Vol 12 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	stress burnout teaching pandemic COVID-19 Psychology BF1-990
spellingShingle	stress burnout teaching pandemic COVID-19 Psychology BF1-990 Natalia Vargas Rubilar Laura Beatriz Oros Stress and Burnout in Teachers During Times of Pandemic
description	In Argentina, once mandatory isolation was declared due to the COVID-19 pandemic, teachers of all educational levels and modalities had to substantially modify their way of working. The aim of this study was to identify the work situations that education professionals perceived as threats under the modality of non-face-to-face teaching, and to describe the level of perceived stress and its possible effect on psychophysical symptoms. Likewise, it sought to examine possible differences in the manifestations of burnout depending on the level of perceived stress and associated symptoms. An empirical study with a cross-sectional design was developed, in which 9,058 Argentine teachers, who had to complete self-report measures, participated. The sampling method was non-random, using an online procedure of reclusion of volunteers. Descriptive techniques and non-parametric tests were used for data analysis. More than 60% of the educators reported high and moderately high levels of stress. The predominant stressors were uncertainty about the consequences of the pandemic, work overload and inadequate working environment. The more stress they perceived, the higher the manifestation of unwanted psychophysical symptoms. Professional burnout was higher for teachers with a higher load of stress and with more psychophysical indicators of discomfort. These results reveal the psychological impact of the COVID-19 pandemic on the education staff, and encourage the development of intervention measures to preserve the health of professionals.
format	article
author	Natalia Vargas Rubilar Laura Beatriz Oros
author_facet	Natalia Vargas Rubilar Laura Beatriz Oros
author_sort	Natalia Vargas Rubilar
title	Stress and Burnout in Teachers During Times of Pandemic
title_short	Stress and Burnout in Teachers During Times of Pandemic
title_full	Stress and Burnout in Teachers During Times of Pandemic
title_fullStr	Stress and Burnout in Teachers During Times of Pandemic
title_full_unstemmed	Stress and Burnout in Teachers During Times of Pandemic
title_sort	stress and burnout in teachers during times of pandemic
publisher	Frontiers Media S.A.
publishDate	2021
url	https://doaj.org/article/86918a589275448c95a2099072473fbd
work_keys_str_mv	AT nataliavargasrubilar stressandburnoutinteachersduringtimesofpandemic AT laurabeatrizoros stressandburnoutinteachersduringtimesofpandemic
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Stress and Burnout in Teachers During Times of Pandemic

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