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Teachers’ Work-Related Well-Being in Times of COVID-19: The Effects of Technostress and Online Teaching

Author

Listed:
  • Francesco Pace

    (Department of Economics, Business and Statistics, University of Palermo, 90128 Palermo, Italy)

  • Giulia Sciotto

    (Department of Psychology, Educational Sciences and Human Movement, University of Palermo, 90128 Palermo, Italy)

  • Naomi Alexia Randazzo

    (Department of Psychology, Educational Sciences and Human Movement, University of Palermo, 90128 Palermo, Italy)

  • Vincenza Macaluso

    (Comprehensive School “Cassarà-Guida”, 90047 Partinico, Italy)

Abstract

Following the outbreak of the COVID-19 pandemic, one of the first measures implemented in Italy was the transition from frontal teaching to online teaching. The sudden need to use technologies to perform their job has added a source of stress to teachers’ work: so-called technostress. The difficulties experienced in this transition may also have affected the perception of work-related well-being, although other variables, such as the perception of the meaningfulness of work, could alleviate this sense of uneasiness. The study aims to examine the relationships between technostress, online teaching, pleasure in working, and meaningful work perceptions among 219 teachers from different school grades through a moderated mediation model. The results confirm negative associations between technostress and pleasure in working, although this relationship varies according to the levels of perceived meaningfulness. Analyzing the factors related to teachers’ perceptions of their work, both in general and during the pandemic situation, is useful for tracing new coping strategies and planning interventions to implement new teaching methods. Further implications concerning the protective role of meaningful work are discussed.

Suggested Citation

  • Francesco Pace & Giulia Sciotto & Naomi Alexia Randazzo & Vincenza Macaluso, 2022. "Teachers’ Work-Related Well-Being in Times of COVID-19: The Effects of Technostress and Online Teaching," Social Sciences, MDPI, vol. 11(10), pages 1-10, October.
    • Handle: RePEc:gam:jscscx:v:11:y:2022:i:10:p:453-:d:932736
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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. Pablo A. Lizana & Lydia Lera, 2022. "Depression, Anxiety, and Stress among Teachers during the Second COVID-19 Wave," IJERPH, MDPI, vol. 19(10), pages 1-12, May.
    3. Blake A. Allan & Cassondra Batz-Barbarich & Haley M. Sterling & Louis Tay, 2019. "Outcomes of Meaningful Work: A Meta‐Analysis," Journal of Management Studies, Wiley Blackwell, vol. 56(3), pages 500-528, May.
    4. Gabriele Giorgi & Luigi Isaia Lecca & Federico Alessio & Georgia Libera Finstad & Giorgia Bondanini & Lucrezia Ginevra Lulli & Giulio Arcangeli & Nicola Mucci, 2020. "COVID-19-Related Mental Health Effects in the Workplace: A Narrative Review," IJERPH, MDPI, vol. 17(21), pages 1-22, October.
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    Cited by:

    1. A. Trillo & F. D. Bretones & R. Giuliano & A. Manuti, 2024. "Beyond occupational exhaustion: exploring the influence of positive meaningful work on teachers’ psychoemotional well-being in the digital age," Palgrave Communications, Palgrave Macmillan, vol. 11(1), pages 1-10, December.

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