Institute of Psychology, Faculty of Social Sciences, University of Silesia in Katowice, Katowice, Poland.
PLoS One. 2021 Sep 23;16(9):e0257252. doi: 10.1371/journal.pone.0257252. eCollection 2021.
Teaching work is stressful, moreover during the pandemic teachers' stress might have been intensified by distance education as well as by limited access to social support, which functions as a buffer in experiencing stress. The aim of the research was to investigate the relation between distance education and teachers' well-being, and their close relations and other social relations during the first two waves of the COVID-19 pandemic.
The research was conducted in two stages on 285 Polish primary and secondary school teachers who were recruited by means of the chain referral method. The following measures were used: The Depression Anxiety & Stress Scales-21, Berlin Social Support Scales, The Relationship Satisfaction Scale and The Injustice Experience Questionnaire.
The teachers experienced at least mild levels of stress, anxiety and depression, both during the first as well as the second waves of the COVID-19 pandemic in Poland. It has been confirmed that there is a negative relation between relationship quality change and social relations quality change, and stress, anxiety and depression. The variables taken into consideration in the research have provided the explanation for the variation of stress-from 6% in the first stage of the research to 47% in the second stage; for the variation of anxiety-from 21% to 31%; and for the variation of depression-from 12% to 46%, respectively.
The research results show that due to distance work the distinction between professional work and family life might have been blurred, and as a consequence teachers' well-being could have been worsened. The isolation put on to stop the spreading of the virus might have contributed to changes in social relations, in close relations in particular, and at the same time negatively influenced teachers' abilities to effectively cope with the crisis situations.
教学工作压力大，而且在大流行期间，远程教育以及有限的社会支持可能会加剧教师的压力，而社会支持在体验压力时起到缓冲作用。本研究旨在探讨远程教育与教师幸福感的关系，以及在 COVID-19 大流行的前两个阶段期间，他们与亲密关系和其他社会关系的密切关系。
本研究分两个阶段在 285 名波兰中小学教师中进行，采用链状转诊法招募他们。使用了以下措施：抑郁焦虑和压力量表-21、柏林社会支持量表、关系满意度量表和不公正体验问卷。
波兰的教师在 COVID-19 大流行的第一波和第二波期间都经历了至少轻度的压力、焦虑和抑郁。已经证实，关系质量变化和社会关系质量变化与压力、焦虑和抑郁呈负相关。研究中考虑的变量分别解释了压力的变化-从研究的第一阶段的 6%到第二阶段的 47%；焦虑的变化-从 21%到 31%；抑郁的变化-从 12%到 46%。
研究结果表明，由于远程工作，专业工作和家庭生活之间的界限可能变得模糊，因此教师的幸福感可能会恶化。为阻止病毒传播而采取的隔离措施可能导致社会关系发生变化，特别是亲密关系发生变化，同时也对教师有效应对危机情况的能力产生负面影响。
