Department of Physics Education, IPN-Leibniz Institute for Science and Mathematics Education.
Department of Psychology, University of Groningen.
Sch Psychol. 2021 Nov;36(6):516-532. doi: 10.1037/spq0000457.
The COVID-19 pandemic extensively changed the work life of many employees. Teachers seemed particularly challenged, confronted with sudden remote teaching due to school closures. Drawing on the job demands-resources (JD-R) model, we investigated (a) changes in seven work characteristics (job demands: emotional demands, interpersonal conflict, workload; job resources: autonomy, social support, feedback, task variety) and three job-related well-being indicators (fatigue, psychosomatic complaints, job satisfaction), (b) how changes in work characteristics correlated with well-being, and (c) the impact of two individual difference factors (caretaking responsibilities, career stage). Data were collected in two waves (just prior to and a few months into the COVID-19 pandemic) across Germany from 207 teachers with an average work experience of 6 years (range: 1-36 years). Using latent change score (LCS) modeling, we found significant, small-to-medium-sized decreases over time for both job demands and resources as well as fatigue, with variability in the magnitude of changes. Decreases in job demands correlated with decreases in fatigue and psychosomatic complaints, whereas decreases in job resources correlated with decreases in job satisfaction. Teachers with caretaking responsibilities and more experienced teachers were more vulnerable to the crisis as they experienced a smaller or no decrease in job demands in concert with diminished job resources. These findings reveal the double-edged consequences of the COVID-19 pandemic for teachers' work life. (PsycInfo Database Record (c) 2021 APA, all rights reserved).
新冠疫情广泛改变了许多员工的工作生活。教师似乎受到了特别的挑战，因为学校关闭，他们突然要进行远程教学。本研究以工作要求-资源（JD-R）模型为基础，调查了（a）七个工作特征（工作要求：情绪需求、人际冲突、工作量；工作资源：自主性、社会支持、反馈、任务多样性）和三个与工作相关的幸福感指标（疲劳、身心症状、工作满意度）的变化，（b）工作特征的变化与幸福感的相关性，以及（c）两个个体差异因素（照顾责任、职业阶段）的影响。数据是在德国两个时间点（新冠疫情前和疫情几个月后）收集的，共 207 名教师参与，平均工作经验为 6 年（范围：1-36 年）。使用潜在变化分数（LCS）模型，我们发现工作需求和资源以及疲劳的时间呈显著的、中小幅度的下降，变化幅度存在差异。工作需求的减少与疲劳和身心症状的减少相关，而工作资源的减少与工作满意度的减少相关。有照顾责任和经验更丰富的教师在危机中更脆弱，因为他们的工作需求减少幅度较小或没有减少，同时工作资源也减少了。这些发现揭示了新冠疫情对教师工作生活的双重影响。（PsycInfo 数据库记录（c）2021 APA，保留所有权利）。
