新冠疫情封锁期间教师的情商、职业倦怠、工作投入和自我效能感
Teachers' Emotional Intelligence, Burnout, Work Engagement, and Self-Efficacy during COVID-19 Lockdown.
作者信息
Geraci Alessandro, Di Domenico Laura, Inguglia Cristiano, D'Amico Antonella
机构信息
Department of Psychology, Educational Science and Human Movement, University of Palermo, Viale delle Scienze Edificio 15, 90128 Palermo, Italy.
出版信息
Behav Sci (Basel). 2023 Mar 30;13(4):296. doi: 10.3390/bs13040296.
Teachers' psychological well-being is a crucial aspect that influences learning in a classroom climate. The aim of the study was to investigate teachers' emotional intelligence, burnout, work engagement, and self-efficacy in times of remote teaching during COVID-19 lockdown. A sample of 65 teachers (M = 50.49), from early childhood through lower secondary education, were recruited during a period of school closure to answer self-report questionnaires and other measures assessing study variables. Results showed that during the COVID-19 pandemic, teachers reported higher levels of burnout and lower levels of self-esteem due to multiple challenges related to remote teaching and the growing sense of insecurity regarding health safety in the school environment. However, the negative effects of COVID-19 on teachers' self-efficacy, work engagement, and burnout varied according to their own levels of emotional intelligence. These results demonstrate that emotional intelligence may support teachers in facing these challenges.
教师的心理健康是影响课堂学习氛围的一个关键因素。本研究的目的是调查在新冠疫情封锁期间远程教学时教师的情商、职业倦怠、工作投入和自我效能感。在学校停课期间，招募了65名从幼儿教育到初中教育阶段的教师（平均年龄M = 50.49岁），让他们回答自我报告问卷以及其他评估研究变量的测评。结果显示，在新冠疫情期间，由于远程教学带来的多重挑战以及学校环境中健康安全方面日益增加的不安全感，教师报告的职业倦怠水平较高，自尊水平较低。然而，新冠疫情对教师自我效能感、工作投入和职业倦怠的负面影响因其情商水平而异。这些结果表明，情商可能有助于教师应对这些挑战。
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