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The Influence of COVID-19 and Psychosocial Risks on Burnout and Psychosomatic Health Problems in Non-University Teachers in Spain during the Peak of the Pandemic Regressions vs. fsQCA

Author

Listed:
  • Valentina Gómez-Domínguez

    (Faculty of Education Sciences, International University of Valencia, 46002 Valencia, Spain)

  • Teresa Gómez-Domínguez

    (Department of Specific Educational Needs and Attention to Diversity, Faculty of Education Sciences, Catholic University of Valencia, 46110 Valencia, Spain)

  • Diego Navarro-Mateu

    (Department of Specific Educational Needs and Attention to Diversity, Faculty of Education Sciences, Catholic University of Valencia, 46110 Valencia, Spain)

  • María del Carmen Giménez-Espert

    (Department of Nursing, Faculty of Nursing and Chiropody, University of Valencia, 46010 Valencia, Spain)

Abstract

During the COVID-19 pandemic, teachers had to adapt to the changes caused by remote working, experiencing prolonged stress situations that together with psychosocial factors can lead to burnout and psychosomatic health problems. This study focused on analyzing the influence of COVID-19 and psychosocial risks on psychosomatic problems and burnout at the peak of the pandemic in Spain, from March to April 2020. It combined two methodologies, hierarchical regression models (HRM) and qualitative comparative analysis (QCA). The two methodologies demonstrated greater predictive power for psychosocial demand factors (workload and role conflict) on burnout and psychosomatic health problems. In addition, the fsQCA models demonstrated the contribution of job insecurity and the lack of organizational justice, resources and COVID-19 information. These results can be used by educational managers to improve the daily work of teachers, impacting on the quality of teaching, as well as their response to pandemics, which will benefit society.

Suggested Citation

  • Valentina Gómez-Domínguez & Teresa Gómez-Domínguez & Diego Navarro-Mateu & María del Carmen Giménez-Espert, 2022. "The Influence of COVID-19 and Psychosocial Risks on Burnout and Psychosomatic Health Problems in Non-University Teachers in Spain during the Peak of the Pandemic Regressions vs. fsQCA," Sustainability, MDPI, vol. 14(20), pages 1-15, October.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:20:p:13030-:d:939619
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    References listed on IDEAS

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    1. Andi Muhammad Tri Sakti & Siti Zaiton Mohd Ajis & Arina Anis Azlan & Hyung Joon Kim & Elizabeth Wong & Emma Mohamad, 2022. "Impact of COVID-19 on School Populations and Associated Factors: A Systematic Review," IJERPH, MDPI, vol. 19(7), pages 1-17, March.
    2. Johnson, J.V. & Hall, E.M., 1988. "Job strain, work place social support, and cardiovascular disease: A cross-sectional study of random sample of the Swedish Working Population," American Journal of Public Health, American Public Health Association, vol. 78(10), pages 1336-1342.
    3. Karasek, R. & Baker, D. & Marxer, F. & Ahlbom, A. & Theorell, T., 1981. "Job decision latitude, job demands, and cardiovascular disease: A prospective study of Swedish men," American Journal of Public Health, American Public Health Association, vol. 71(7), pages 694-705.
    4. Valentina Gómez-Domínguez & Diego Navarro-Mateu & Vicente Javier Prado-Gascó & Teresa Gómez-Domínguez, 2022. "How Much Do We Care about Teacher Burnout during the Pandemic: A Bibliometric Review," IJERPH, MDPI, vol. 19(12), pages 1-24, June.
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    Cited by:

    1. Lucía Sanchis-Giménez & Alicia Tamarit & Vicente Javier Prado-Gascó & Laura Sánchez-Pujalte & Luis Díaz-Rodríguez, 2024. "Psychosocial Risks in Non-University Teachers: A Comparative Study between Spain and Mexico on Their Occupational Health," Sustainability, MDPI, vol. 16(16), pages 1-17, August.

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