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Impact of the COVID-19 Pandemic on Teacher Quality of Life: A Longitudinal Study from before and during the Health Crisis

Author

Listed:
  • Pablo A. Lizana

    (Laboratory of Morphological Sciences, Instituto de Biología, Pontificia Universidad Católica de Valparaíso, Valparaíso 2373223, Chile)

  • Gustavo Vega-Fernadez

    (Laboratory of Morphological Sciences, Instituto de Biología, Pontificia Universidad Católica de Valparaíso, Valparaíso 2373223, Chile)

  • Alejandro Gomez-Bruton

    (GENUD ‘‘Growth, Exercise, Nutrition and Development’’ Research Group, Faculty of Sport and Health Sciences, Universidad de Zaragoza, 50009 Zaragoza, Spain)

  • Bárbara Leyton

    (Public Nutrition Unit, Institute of Nutrition and Food Technology, University of Chile, Santiago 7830490, Chile)

  • Lydia Lera

    (Public Nutrition Unit, Institute of Nutrition and Food Technology, University of Chile, Santiago 7830490, Chile
    Online Education, Keiser University, 1900 W Commercial Blvd, Fort Lauderdale, FL 33309, USA)

Abstract

Background: Prior to the COVID-19 pandemic, teachers were already reporting a low quality of life (QoL) perception, with a significant impact on mental and physical health due to various stress factors associated with work overload. The objective of this study was to evaluate the QoL impact on Chilean teachers before and during the COVID-19 pandemic. The analysis was performed following a longitudinal design on a sample of 63 Chilean teachers in pre-pandemic and COVID-19 pandemic timeframes. QoL perception, along with teachers’ sociodemographic data, was evaluated via the Short-Form 36 Health Survey (SF-36) questionnaire. Sociodemographic variables presented no significant variations in pre-pandemic and pandemic comparisons. QoL, however, showed a significant decrease during the pandemic compared to the pre-pandemic measurement ( p < 0.01). In each gender, there were significant differences between pre-pandemic and pandemic timeframes, with a greater impact among women in the mental and physical component summary variables and seven of the eight QoL scales ( p < 0.01). Between age categories, people under 45 presented significant differences ( p < 0.05) between pre-pandemic and pandemic timeframes in all summary dimensions and measurements. In conclusion, Chilean teachers’ QoL perception has been affected by the COVID-19 pandemic. These findings could be related to work overload due to teleworking or feelings of uncertainty, loneliness, and fear that the pandemic and its associated confinements will worsen.

Suggested Citation

  • Pablo A. Lizana & Gustavo Vega-Fernadez & Alejandro Gomez-Bruton & Bárbara Leyton & Lydia Lera, 2021. "Impact of the COVID-19 Pandemic on Teacher Quality of Life: A Longitudinal Study from before and during the Health Crisis," IJERPH, MDPI, vol. 18(7), pages 1-11, April.
    • Handle: RePEc:gam:jijerp:v:18:y:2021:i:7:p:3764-:d:530053
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    References listed on IDEAS

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    13. Pablo A. Lizana & Gustavo Vega-Fernadez, 2021. "Teacher Teleworking during the COVID-19 Pandemic: Association between Work Hours, Work–Family Balance and Quality of Life," IJERPH, MDPI, vol. 18(14), pages 1-11, July.
    14. Mélèa Saïd & Sofia Temam & Stephanie Alexander & Nathalie Billaudeau & Marie Zins & Sofiane Kab & Marie-Noël Vercambre, 2022. "Teachers’ Health: How General, Mental and Functional Health Indicators Compare to Other Employees? A Large French Population-Based Study," IJERPH, MDPI, vol. 19(18), pages 1-15, September.
    15. Nathalie Billaudeau & Stephanie Alexander & Louise Magnard & Sofia Temam & Marie-Noël Vercambre, 2022. "What Levers to Promote Teachers’ Wellbeing during the COVID-19 Pandemic and Beyond: Lessons Learned from a 2021 Online Study in Six Countries," IJERPH, MDPI, vol. 19(15), pages 1-17, July.
    16. Iago Sávyo Duarte Santiago & Emanuelle Pereira dos Santos & José Arinelson da Silva & Yuri de Sousa Cavalcante & Jucier Gonçalves Júnior & Angélica Rodrigues de Souza Costa & Estelita Lima Cândido, 2023. "The Impact of the COVID-19 Pandemic on the Mental Health of Teachers and Its Possible Risk Factors: A Systematic Review," IJERPH, MDPI, vol. 20(3), pages 1-30, January.
    17. Petra Lücker & Anika Kästner & Arne Hannich & Lena Schmeyers & Janny Lücker & Wolfgang Hoffmann, 2022. "Stress, Coping and Considerations of Leaving the Profession—A Cross-Sectional Online Survey of Teachers and School Principals after Two Years of the Pandemic," IJERPH, MDPI, vol. 19(23), pages 1-17, December.
    18. Conțiu Tiberiu Șoitu & Silviu-Petru Grecu & Romeo Asiminei, 2022. "Health Security, Quality of Life and Democracy during the COVID-19 Pandemic: Comparative Approach in the EU-27 Countries," IJERPH, MDPI, vol. 19(21), pages 1-26, November.
    19. 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.
    20. Inna Reddy Edara & Fides del Castillo & Gregory Siy Ching & Clarence Darro del Castillo, 2021. "Religiosity, Emotions, Resilience, and Wellness during the COVID-19 Pandemic: A Study of Taiwanese University Students," IJERPH, MDPI, vol. 18(12), pages 1-21, June.
    21. Mor Keleynikov & Joy Benatov & Rony Berger, 2022. "Preschool Teachers’ Psychological Distress and Work Engagement during COVID-19 Outbreak: The Protective Role of Mindfulness and Emotion Regulation," IJERPH, MDPI, vol. 19(5), pages 1-15, February.

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