Perceived change in job demands and resources and teacher well-being during the pandemic.

Autor/inn/en	Marusic, Iris; sabic, Josip; Matic Bojic, Jelena
Titel	Perceived change in job demands and resources and teacher well-being during the pandemic. Paralleltitel: Zaznane spremembe v delovnih zahtevah in virih ter dobro pocutje uciteljev med pandemijo.
Quelle	In: CEPS journal, 16 (2026) 1, S. 207-226Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1855-9719; 2232-2647
DOI	10.25656/01:35151 10.26529/cepsj.1782
URN	urn:nbn:de:0111-pedocs-351512
Schlagwörter	Soziodemografie; Resilienz; Wahrnehmung; Wohlbefinden; Zufriedenheit; Work-Life-Balance; Lehrer; Stress; Covid-19; Pandemie; Variable; Empirische Untersuchung; Ressource; Berufsanforderung; Herausforderung; Änderung; Kroatien
Abstract	This study explores the role of perceived change in job demands and resources and socio-demographic characteristics in teacher well-being during the Covid-19 pandemic. The authors used data from over three thousand Croatian school teachers with at least three years of service. The authors performed path analysis to test the proposed relationships of socio-demographics (gender, school level and years of service) and perceived change in job demands and resources (work demands, the frequency of student difficulties and the quality of professional cooperation) with teacher well-being (job satisfaction, stress and work-life balance). The effects of the socio-demographic variables on the measures of well-being varied from non-existent to small. The model fitted the data well. However, the parameter values indicated a modest contribution of socio-demographics and perceived change in job demands and resources in explaining teacher well-being during the Covid-19 pandemic. Teachers reported relatively high job satisfaction, low levels of stress, and medium levels of work-life balance. In addition, their experiences of stress and work-life balance were not considerably affected by the perceived increases in job demands. The results suggest that teachers demonstrated resilience in adapting to challenging circumstances. This capacity should be continuously nurtured in their professional development programmes. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2026/3