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Teacher well-being during the COVID-19 pandemic in Chile: Demands and resources for tackling psychological distress
Psykhe: Revista de la Escuela de Psicologia ; 31(1):1-24, 2022.
Article in Spanish | APA PsycInfo | ID: covidwho-2011031
ABSTRACT
The COVID-19 pandemic left more than three-quarters of the world's children and young people unable to physically attend school. The crisis is putting pressure on educators and teachers to change the way they give lessons, which might be creating more stressful situations for teachers. Based on an online questionnaire administered nationwide to 6,064 Chilean teachers-enrolled through a non-probability sampling strategy during the pandemic in 2020-, exploratory and confirmatory factor analyses and linear regressions were performed, using structural equation modeling, to determine the participants' psychological distress level and how it relates to resources and demands of their educational environment as well as to sociodemographic and contextual factors. Overall, results show that the toll on psychological well-being has been heavier for female teachers, those who take care of minors and adults, and those who work in non-subsidized private schools. In addition, having more time to plan lessons and being able to balance work and home duties was found to reduce teachers' psychological distress index. Contrary to expectations, having more resources to facilitate remote work is associated with an increase in teacher psychological distress. These findings lead to reflection on the need for interventions and policies focused on teacher well-being within the context of the ongoing pandemic. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Spanish) La pandemia por COVID-19 dejo a mas de tres cuartas partes de los ninos y jovenes en el mundo sin poder asistir presencialmente a las escuelas durante el ano 2020. La crisis esta presionando a los educadores y docentes para que cambien su forma de hacer clases, lo que podria estar generando situaciones de mayor estres para los profesores. Utilizando un cuestionario aplicado online a 6.064 profesores a nivel nacional, por medio de una muestra no probabilistica realizada en contexto de pandemia en 2020, se realizaron analisis factoriales exploratorios y confirmatorios y regresiones lineales, usando modelos de ecuaciones estructurales, para analizar el nivel de angustia psicologica de los docentes y su relacion con recursos y demandas del entorno del trabajo y factores sociodemograficos y contextuales. Los resultados muestran que principalmente las docentes mujeres, los docentes que estan a cargo del cuidado de menores y adultos y los que trabajan en establecimientos particulares pagados son los que se han visto mas afectados en su bienestar psicologico. Ademas, se observa que tener mas tiempo disponible para preparar las clases y el poder compatibilizar los tiempos de trabajo y el hogar mejoran el indice de angustia psicologica. Contrario a lo esperado, el contar con mas recursos que permita el trabajo a distancia se asocia a un aumento en la angustia psicologica de los docentes. Esto lleva a reflexionar acerca de la necesidad de contar con intervenciones y politicas que se enfoquen en el bienestar docente en el contexto de pandemia que se esta viviendo. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
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Collection: Databases of international organizations Database: APA PsycInfo Country/Region as subject: South America / Chile Language: Spanish Journal: Psykhe: Revista de la Escuela de Psicologia Year: 2022 Document Type: Article

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Collection: Databases of international organizations Database: APA PsycInfo Country/Region as subject: South America / Chile Language: Spanish Journal: Psykhe: Revista de la Escuela de Psicologia Year: 2022 Document Type: Article