Exceptional Circumstances: Changes in Teachers' Work Characteristics and Well-Being during COVID-19 Lockdown

Autor/inn/en	Hilger, Katharina J. E.; Scheibe, Susanne; Frenzel, Anne C.; Keller, Melanie M.
Titel	Exceptional Circumstances: Changes in Teachers' Work Characteristics and Well-Being during COVID-19 Lockdown
Quelle	In: School Psychology, 36 (2021) 6, S.516-532 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hilger, Katharina J. E.) ORCID (Scheibe, Susanne) ORCID (Frenzel, Anne C.) ORCID (Keller, Melanie M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2578-4218
DOI	10.1037/spq0000457
Schlagwörter	Educational Change; COVID-19; Pandemics; Distance Education; Online Courses; Faculty Workload; Interpersonal Relationship; Conflict; Family Work Relationship; Professional Autonomy; Job Satisfaction; Well Being; Teacher Attitudes; Foreign Countries; Teacher Burnout; Correlation; Teaching Experience; Social Support Groups; Symptoms (Individual Disorders); Work Attitudes; Work Environment; Germany + Suchen Sie Ihr Suchwort? Bildungsreform; Distance study; Distance learning; Fernunterricht; Online course; Online-Kurs; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Konflikt; Berufsfreiheit; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Well-being; Wellness; Wohlbefinden; Lehrerverhalten; Ausland; Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Lehrer; Lehrerin; Korrelation; Social support; Soziale Unterstützung; Psychiatrische Symptomatik; Work attitude; Arbeitshaltung; Arbeitsmilieu; Deutschland
Abstract	The COVID-19 pandemic extensively changed the work life of many employees. Teachers seemed particularly challenged, confronted with sudden remote teaching due to school closures. Drawing on the job demands-resources (JD-R) model, we investigated (a) changes in seven work characteristics (job demands: emotional demands, interpersonal conflict, workload; job resources: autonomy, social support, feedback, task variety) and three job-related well-being indicators (fatigue, psychosomatic complaints, job satisfaction), (b) how changes in work characteristics correlated with well-being, and (c) the impact of two individual difference factors (caretaking responsibilities, career stage). Data were collected in two waves (just prior to and a few months into the COVID-19 pandemic) across Germany from 207 teachers with an average work experience of 6 years (range: 1-36 years). Using latent change score (LCS) modeling, we found significant, small-to-medium-sized decreases over time for both job demands and resources as well as fatigue, with variability in the magnitude of changes. Decreases in job demands correlated with decreases in fatigue and psychosomatic complaints, whereas decreases in job resources correlated with decreases in job satisfaction. Teachers with caretaking responsibilities and more experienced teachers were more vulnerable to the crisis as they experienced a smaller or no decrease in job demands in concert with diminished job resources. These findings reveal the double-edged consequences of the COVID-19 pandemic for teachers' work life. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01