Lindner Katharina-Theresa, Savolainen Hannu, Schwab Susanne
Department of Education, University of Vienna, Vienna, Austria.
Department of Education, University of Jyväskylä, Jyväskylä, Finland.
Front Psychol. 2021 Nov 15;12:702606. doi: 10.3389/fpsyg.2021.702606. eCollection 2021.
Starting with the COVID-19 pandemic, research intensively investigated the effects of school lockdowns on involved stakeholders, such as teachers, students and parents. However, as research projects had to be hurriedly conducted, in-depth and longitudinal studies are lacking. Therefore, the current study uses data from a longitudinal study to investigate the well-being of Austrian in-service teachers during the COVID-19 pandemic. In total 256 teachers took part at both measurement waves and participated in an online survey. Standardized questionnaires were used to assess teachers' perception of emotional experiences and job satisfaction before COVID-19 (retrospective, t1), during the first (, t2) and during the second school lockdown (, t3). The results indicated that the vast majority of teachers generally felt a high level of job satisfaction. However, teachers' satisfaction decreased between regular teaching and school lockdowns. Similarly, positive emotional activation was reduced and negative activation increased. Further, results from a positive activation cross-lagged path model indicated that the lack of positive activation led to lower job satisfaction. For negative emotional activation, job satisfaction during the first school lockdown predicted negative activation at the second lockdown.
从新冠疫情开始，研究就密集地调查了学校封锁对相关利益者的影响，如教师、学生和家长。然而，由于研究项目必须仓促开展，缺乏深入的纵向研究。因此，本研究使用一项纵向研究的数据来调查新冠疫情期间奥地利在职教师的幸福感。共有256名教师参与了两个测量阶段，并参加了一项在线调查。使用标准化问卷来评估教师在新冠疫情之前（回顾性，t1）、第一次（t2）和第二次学校封锁期间（t3）对情感体验和工作满意度的感知。结果表明，绝大多数教师总体上感到工作满意度较高。然而，教师在常规教学和学校封锁之间的满意度有所下降。同样，积极情绪激活减少，消极激活增加。此外，一个积极激活交叉滞后路径模型的结果表明，缺乏积极激活导致工作满意度降低。对于消极情绪激活，第一次学校封锁期间的工作满意度预测了第二次封锁时的消极激活。
