Department of Business and Accounting, Faculty of Economics and Business Administration, Universidad Nacional de Educación a Distancia (UNED), Paseo Senda del Rey, 11, 28040 Madrid, Spain.
Int J Environ Res Public Health. 2021 Sep 30;18(19):10339. doi: 10.3390/ijerph181910339.
This study examines burnout syndrome, feelings of isolation, and sense of belonging in a sample of accounting tutors enrolled in e-learning and b-learning modalities before and after COVID-19 disruption. The study also includes several sociodemographic and labour variables to better understand the three dimensions. The participants were tutors enrolled in two accounting courses at higher education during the academic years 2019-2020 and 2020-2021. Our results do not show high levels of tutor burnout syndrome, neither before COVID-19 disruption nor after COVID-19 disruption. Findings also reveal that the isolation perception of accounting tutors is not high in both periods, while the sense of belonging of the teaching community is high in both periods. The evidence also suggests some variations in dimension scores according to sociodemographic and labour variables, but the evidence should be interpreted with caution due to the sample size. Despite this limitation, to the best of our knowledge, this is the first study that evaluates burnout, feelings of isolation, and sense of belonging in a tutor collective in e-learning and b-learning before and after COVID-19 disruption.
这项研究考察了在 COVID-19 中断前后，参加电子学习和混合学习模式的会计教师样本中的倦怠综合征、孤立感和归属感。该研究还包括了一些社会人口统计学和劳动力变量，以更好地理解这三个维度。参与者是在 2019-2020 学年和 2020-2021 学年期间参加高等教育的两门会计课程的教师。我们的研究结果表明，在 COVID-19 中断之前和之后，教师的倦怠综合征水平都不高。研究结果还表明，在这两个时期，会计教师的孤立感都不高，而教学社区的归属感都很高。证据还表明，根据社会人口统计学和劳动力变量，维度得分存在一些变化，但由于样本量的限制，证据应谨慎解释。尽管存在这种局限性，但据我们所知，这是第一项在 COVID-19 中断前后评估电子学习和混合学习中教师集体的倦怠、孤立感和归属感的研究。
