Jorge J. Varela , Paulina Guzmán , Xavier Oriol , Francisca Romo , Rafael Miranda
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引用次数: 0
Abstract
The COVID19 pandemic has had a dramatic impact upon teachers across the world. In Chile, the confinement also had a negative effect on teachers’ well-being. However, there are no studies assessing teachers’ mental health, affect, burnout, or social support during this period. Consequently, our study tested a mediation moderation model with Macro from SPSS in a sample of 635 teachers examining subjective well-being with the Pemberton Happiness Index, their emotions using the Positive and Negative Affect Schedule, their burnout with the Questionnaire for the Evaluation of Burnout Syndrome and their social support with the Social Support Questionnaire-Short Form. The study results suggest that the impact of burnout on teachers’ well-being is mediated by negative and positive emotions. Additionally, this mediation was moderated by social support levels perceived by teachers. These results confirm the importance of providing additional support to teachers during the Pandemic.
2019冠状病毒病大流行对世界各地的教师造成了巨大影响。在智利，禁闭也对教师的幸福感产生了负面影响。然而，没有研究评估教师的心理健康，影响，倦怠，或社会支持在这一时期。因此，本研究以635名教师为样本，采用SPSS的Macro软件对其进行了中介调节模型的检验，分别采用Pemberton幸福指数、Positive and Negative Affect Schedule、burnout Syndrome评价问卷和social support - short Form问卷对教师的主观幸福感、情绪进行了检验。研究结果表明，职业倦怠对教师幸福感的影响受消极情绪和积极情绪的中介作用。此外，教师感知到的社会支持水平对这种中介作用有调节作用。这些结果证实了在大流行期间向教师提供额外支持的重要性。
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