Social support and bidimensional mental health among primary-level teachers during COVID-19 crisis

IF 1.8 Q2 EDUCATION & EDUCATIONAL RESEARCH

International Journal of School and Educational Psychology Pub Date : 2022-08-05 DOI:10.1080/21683603.2022.2105998

Bianca Erine C. Casanova, Celina Angela C. Felix, Nina Danielle Z. Balingit, Andrea Mae F. de Vera, Mary Dennilene M. Briones, J. J. B. Aruta

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引用次数: 3

Abstract

ABSTRACT Despite the emerging attention on the impact of the COVID-19 on adverse psychological outcomes, limited studies have focused on bidimensional mental health (i.e., well-being aspects and negative emotional states) among teachers in developing nations. This study examined the impact of the different types of social support (i.e., receiving and giving emotional and instrumental support) on the bidimensional mental health of teachers in the Philippines during the COVID-19 crisis. Using a cross-sectional survey, this study recruited 180 primary-level teachers teaching in online distance learning settings. Sequential regression analyses revealed that receiving emotional and instrumental social support predicted more significant levels of psychological well-being. Moreover, receiving instrumental support predicted lower levels of perceived stress. However, giving emotional and instrumental social support was not associated with psychological well-being and perceived stress. These findings remained true above and beyond COVID-19 infection in the family and awareness of COVID-19 cases in the community. This study highlighted that, compared with giving, receiving emotional and instrumental social support were more salient antecedents of teachers’ bidimensional mental health during the COVID-19 crisis in the Philippines. Limitations and implications for the promotion of teachers’ mental health during a global health crisis were discussed.

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新冠肺炎危机期间小学教师的社会支持与双向心理健康

摘要尽管人们越来越关注新冠肺炎对不良心理后果的影响，但有限的研究关注发展中国家教师的双向心理健康（即幸福感和负面情绪状态）。本研究考察了新冠肺炎危机期间不同类型的社会支持（即接受和给予情感和工具支持）对菲律宾教师双向心理健康的影响。通过横断面调查，本研究招募了180名在在线远程学习环境中教学的小学教师。序列回归分析显示，接受情感和工具性社会支持可以预测更显著的心理健康水平。此外，接受工具性支持可以预测感知压力水平较低。然而，给予情感和工具性社会支持与心理健康和感知压力无关。在家庭感染新冠肺炎和社区对新冠肺炎病例的认识之外，这些发现仍然正确。这项研究强调，与给予相比，在菲律宾新冠肺炎危机期间，接受情感和工具性社会支持是教师双向心理健康的更显著因素。讨论了在全球健康危机期间促进教师心理健康的局限性和影响。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

International Journal of School and Educational Psychology Social Sciences-Education

CiteScore

4.00

自引率

0.00%

发文量

期刊介绍： The International Journal of School & Educational Psychology (IJSEP) is the official journal of The International School Psychology Association (ISPA) and is a broad-based, interdisciplinary journal addressing issues of professional importance to the success of children, youth, and families in academics and in life. IJSEP seeks to bridge the gap in psychological and evidence-based practices in schools, and senior practitioners alike are invited to contribute papers to the journal. The Editor-in-Chief, Editors, and Editorial Board are made up of prominent scientists, scholars, and senior practitioners from around the world, and include eminent international and multidisciplinary reviewers who make recommendations about what articles should be published. The journal is unique in that it attempts to include the views of different individuals, and also seek to assist new researchers and practitioners in developing their scholarship. IJSEP follows a rigorous and double-blind anonymous peer review process and requires authors to meet all stylistic and ethical guidelines put forth in the most recent APA Publication Manual. The journal accepts empirical papers using quantitative, qualitative, and mixed-method methodologies that contribute to the knowledge base of any critical, international school or educational issues. Emphasizing the publication of outstanding research articles, IJSEP also considers literature reviews, methodological or theoretical statements related to teaching, learning, schooling, cross-cultural psychology, school psychological services, applied educational psychology, educational research, assessment, new models of instruction, and other school-related areas. While we realize that most learning takes place between ages 0 and 21, IJSEP also focuses on adult learning, special education services with individuals of all ages, and learning and schooling across the life-span.