Preprint Article Version 1 Preserved in Portico This version is not peer-reviewed

Consequences of COVID-19 Confinement for Teachers: Family-Work Interactions, Technostress, and Perceived Organizational Support

Version 1 : Received: 29 September 2021 / Approved: 30 September 2021 / Online: 30 September 2021 (14:05:09 CEST)

How to cite: Solís-García, P.; Lago-Urbano, R.; Real-Castelao, S. Consequences of COVID-19 Confinement for Teachers: Family-Work Interactions, Technostress, and Perceived Organizational Support. Preprints 2021, 2021090517 (doi: 10.20944/preprints202109.0517.v1). Solís-García, P.; Lago-Urbano, R.; Real-Castelao, S. Consequences of COVID-19 Confinement for Teachers: Family-Work Interactions, Technostress, and Perceived Organizational Support. Preprints 2021, 2021090517 (doi: 10.20944/preprints202109.0517.v1).

Abstract

The confinement experienced due to the COVID-19 pandemic has prompted a rethink of the teaching-learning process to which teachers have responded without planning and instead using their resources. This study aims to analyze the relationships between work-family interactions, technostress, and perceived organizational support in teachers during the confinement period in Spain that began in March 2020. An online survey was administered to 640 pre-school, primary, and secondary school teachers. Positive reciprocal work-family interactions and their relationship with organizational support were found, with differences according to gender, with women showing a more negative perception of the impact on the family. There were no marked levels of technostress in the overall sample, although higher levels of perceived ineffectiveness and skepticism were found in teachers aged 46 years or older. Teachers in private and subsidized schools showed a higher level of perceived support than those in public schools. There is a need to continue this work to verify the values of these dimensions in other contexts and to apply institutional measures and public policies to improve these indicators in this group.

Keywords

Psychosocial factors; Professional-private interplay; COVID-19 pandemic; well-being; Teachers, education; technostress; perceived organizational support

Comments (0)

We encourage comments and feedback from a broad range of readers. See criteria for comments and our diversity statement.

Leave a public comment
Send a private comment to the author(s)
Views 0
Downloads 0
Comments 0
Metrics 0


×
Alerts
Notify me about updates to this article or when a peer-reviewed version is published.
We use cookies on our website to ensure you get the best experience.
Read more about our cookies here.