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Consequences of COVID-19 Confinement for Teachers: Family-Work Interactions, Technostress, and Perceived Organizational Support

Author

Listed:
  • Patricia Solís García

    (Faculty of Education, Universidad Internacional de La Rioja, 26006 Logroño, Spain)

  • Rocío Lago Urbano

    (Psychology Department, Universidad de Huelva, 21004 Huelva, Spain)

  • Sara Real Castelao

    (Centro Asociado UNED Ponferrada, 24400 Ponferrada, Spain)

Abstract

The confinement experienced due to the COVID-19 pandemic has prompted a rethink of the teaching–learning process to which teachers have responded without planning and instead used their resources. This study aimed to analyze the relationships between work–family interactions, technostress, and perceived organizational support in teachers during the confinement period in Spain that began in March 2020. An online survey was administered to 640 pre-school, primary, and secondary school teachers. Positive reciprocal work–family interactions and their relationship with organizational support were found, with differences according to gender, with women showing a more negative perception of the impact on the family. There were no marked levels of technostress in the overall sample, although higher levels of perceived ineffectiveness and skepticism were found in teachers aged 46 years or older. Teachers in private and subsidized schools showed a higher level of perceived support than those in public schools. There is a need to continue this work to verify the values of these dimensions in other contexts and to apply institutional measures and public policies to improve these indicators in this group.

Suggested Citation

  • Patricia Solís García & Rocío Lago Urbano & Sara Real Castelao, 2021. "Consequences of COVID-19 Confinement for Teachers: Family-Work Interactions, Technostress, and Perceived Organizational Support," IJERPH, MDPI, vol. 18(21), pages 1-9, October.
    • Handle: RePEc:gam:jijerp:v:18:y:2021:i:21:p:11259-:d:665488
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    References listed on IDEAS

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    1. T. S. Ragu-Nathan & Monideepa Tarafdar & Bhanu S. Ragu-Nathan & Qiang Tu, 2008. "The Consequences of Technostress for End Users in Organizations: Conceptual Development and Empirical Validation," Information Systems Research, INFORMS, vol. 19(4), pages 417-433, December.
    2. Nahia Idoiaga Mondragon & Naiara Berasategi Sancho & Maria Dosil Santamaria & Naiara Ozamiz-Etxebarria, 2021. "Reopening of Schools in the COVID-19 Pandemic: The Quality of Life of Teachers While Coping with This New Challenge in the North of Spain," IJERPH, MDPI, vol. 18(15), pages 1-13, July.
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    3. Ahlam Mohammed Al-Abdullatif & Hibah Khalid Aladsani, 2022. "Parental Involvement in Distance K-12 Learning and the Effect of Technostress: Sustaining Post-Pandemic Distance Education in Saudi Arabia," Sustainability, MDPI, vol. 14(18), pages 1-19, September.
    4. Annamaria Porru & Raffaele Dicataldo & Irene Leo & Maja Roch & Daniela Lucangeli, 2022. "Back to School: Italian Teachers’ Perceptions of the Impact of COVID-19 on Personal and Social Well-Being and Teaching Methods," IJERPH, MDPI, vol. 19(18), pages 1-20, September.
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    7. Hjordis Sigursteinsdottir & Gudbjorg Linda Rafnsdottir, 2022. "The Well-Being of Primary School Teachers during COVID-19," IJERPH, MDPI, vol. 19(18), pages 1-12, September.
    8. Amanda M. Wilson & Olusola O. Ogunseye & Olivia DiGioia & Lynn B. Gerald & Ashley A. Lowe, 2022. "Barriers to COVID-19 Intervention Implementation in K-5 Classrooms: A Survey of Teachers from a District with Mask Mandates despite a Statewide Mask Mandate Ban," IJERPH, MDPI, vol. 19(14), pages 1-10, July.
    9. Ahlam Mohammed Al-Abdullatif & Merfat Ayesh Alsubaie, 2022. "Using Digital Learning Platforms for Teaching Arabic Literacy: A Post-Pandemic Mobile Learning Scenario in Saudi Arabia," Sustainability, MDPI, vol. 14(19), pages 1-20, September.

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