Prado-Gascó Vicente, Gómez-Domínguez María T, Soto-Rubio Ana, Díaz-Rodríguez Luis, Navarro-Mateu Diego
Department of Social Psychology, Faculty of Psychology, University of Valencia, Valencia, Spain.
Department of Inclusive Education, Socio-Community Development and Occupation Sciences, Faculty of Education Sciences, Catholic University of Valencia, Valencia, Spain.
Front Psychol. 2020 Sep 30;11:566900. doi: 10.3389/fpsyg.2020.566900. eCollection 2020.
The emergency situation caused by coronavirus disease 2019 (COVID-19) has affected different facets of society. Although much of the attention is focused on the health sector, other sectors such as education have also experienced profound transformations and impacts. This sector is usually highly affected by psychosocial risks, and this could be aggravated during the current health emergency. Psychosocial risks may cause health problems, lack of motivation, and a decrease of effectiveness at work, which in turn affect the quality of teaching. Despite their importance, there are hardly any studies that analyze psychosocial risks of non-university teachers during a health emergency such as that caused by COVID-19.
The aim of this study was to analyze the perception of COVID-19 and the psychosocial risks of non-university teachers comparing Spain and Mexico during the state of alarm caused by COVID-19.
Data were collected from 421 non-university teachers (80.2% women; 56.3% from Mexico, 43.7% from Spain) aged 24-60 ( = 39.32, = 10.21) a self-completed questionnaire during the pandemic from March to April 2020.
Data analysis suggests that inequity is the most important risk, followed by work overload. Teachers appear to be moderately satisfied with the information on COVID-19 and the measures taken, while their satisfaction with the available resources is lower. When comparing the two countries, significant differences can be observed in every risk considered except for social support, with lower levels in Mexican teachers compared to Spanish ones. In the case of the perception of COVID-19 and its impact, the perception in general of levels of information, measures, and resources is better among Mexican teachers than among Spanish ones, who present higher scores of the impact of the health emergency.
The results underline the importance of the professional's perception of resources during a health emergency, which could prevent to some extent burnout and possible alterations associated with it. The measures taken by the responsible entities and the provision of information do affect teachers not only directly but also indirectly by making them more vulnerable to psychosocial risks that could affect their health and professional performance, thus affecting students as well.
2019冠状病毒病（COVID - 19）引发的紧急情况影响了社会的不同层面。尽管大部分注意力集中在卫生部门，但教育等其他部门也经历了深刻的变革和影响。该部门通常极易受到心理社会风险的影响，而在当前的卫生紧急状况下，这种影响可能会加剧。心理社会风险可能导致健康问题、缺乏动力以及工作效率下降，进而影响教学质量。尽管其重要性，但几乎没有研究分析在诸如COVID - 19引发的卫生紧急状况下非大学教师的心理社会风险。
本研究的目的是分析在COVID - 19引发的警报状态下，西班牙和墨西哥非大学教师对COVID - 19的认知以及心理社会风险。
在2020年3月至4月疫情期间，通过一份自填式问卷收集了421名年龄在24 - 60岁（平均年龄 = 39.32岁，标准差 = 10.21）的非大学教师的数据（80.2%为女性；56.3%来自墨西哥，43.7%来自西班牙）。
数据分析表明，不公平是最重要的风险，其次是工作负担过重。教师们似乎对关于COVID - 19的信息和所采取的措施较为满意，而他们对可用资源的满意度较低。在比较两国时，除了社会支持外，在所考虑的每种风险方面都能观察到显著差异，墨西哥教师的风险水平低于西班牙教师。在对COVID - 19及其影响的认知方面，总体而言，墨西哥教师对信息、措施和资源水平的认知优于西班牙教师，而西班牙教师在卫生紧急状况影响方面的得分更高。
结果强调了在卫生紧急状况下专业人员对资源认知的重要性，这在一定程度上可以预防倦怠及其可能相关的改变。责任实体采取的措施和信息提供不仅直接影响教师，还通过使他们更容易受到可能影响其健康和专业表现的心理社会风险的影响而间接影响教师，进而也影响到学生。
