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The Beneficial Effects of Professional Identity: The Mediating Role of Teaching Identification in the Relationship between Role Stress and Psychological Distress during the COVID-19 Pandemic

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  • Tyrone Brian Pretorius

    (Department of Psychology, University of the Western Cape, Bellville 7530, South Africa)

  • Anita Padmanabhanunni

    (Department of Psychology, University of the Western Cape, Bellville 7530, South Africa)

Abstract

At the start of the COVID-19 pandemic, teachers and students rapidly transitioned to remote teaching and learning. In South Africa, this initial transition was followed by periods of reopening and closing of schools during the various waves of the pandemic. When schools were reopened, rotational schooling was implemented, with students attending in shifts. All this change created a climate of uncertainty for teachers. The current study investigates the relationship between role stress and indices of psychological distress, as well as the potential mediating role of teaching identification in this relationship, using a cross-sectional survey design. Participants ( n = 355) were school teachers in South Africa who completed the Role Stress Questionnaire, the Professional Identification Scale, the trait scale of the State-Trait Anxiety Inventory, and the Beck Hopelessness Scale during the second wave of the pandemic (May–July 2021). The results of a structural equation analysis indicate significant positive direct effects of role conflict and ambiguity on anxiety and hopelessness, as well as significant negative direct effects of teaching identification on anxiety and hopelessness. In addition, teaching identification was found to mediate the effect of role conflict and ambiguity on anxiety and hopelessness. The demonstrated role of teaching identification has implications that suggest the importance of leadership and supervisory support, as well as enhancing the societal value of teaching as a profession.

Suggested Citation

  • Tyrone Brian Pretorius & Anita Padmanabhanunni, 2022. "The Beneficial Effects of Professional Identity: The Mediating Role of Teaching Identification in the Relationship between Role Stress and Psychological Distress during the COVID-19 Pandemic," IJERPH, MDPI, vol. 19(18), pages 1-12, September.
    • Handle: RePEc:gam:jijerp:v:19:y:2022:i:18:p:11339-:d:910699
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    References listed on IDEAS

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    1. Guangdong Wu & Zhibin Hu & Junwei Zheng, 2019. "Role Stress, Job Burnout, and Job Performance in Construction Project Managers: The Moderating Role of Career Calling," IJERPH, MDPI, vol. 16(13), pages 1-20, July.
    2. Gloria Pérez de Albéniz-Garrote & María Begoña Medina Gómez, 2020. "The Innovative and Research Professional Identity of Future Early Years and Primary School Teachers and Their Relationship with Psychological Well-Being," Sustainability, MDPI, vol. 12(20), pages 1-10, October.
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