Teachers' Emotional Intelligence, Burnout, Work Engagement, and Self-Efficacy during COVID-19 Lockdown

被引：15

作者：

Geraci, Alessandro ^{[1
]}

Di Domenico, Laura ^{[1
]}

Inguglia, Cristiano ^{[1
]}

D'Amico, Antonella ^{[1
]}

机构：

[1] Univ Palermo, Dept Psychol Educ Sci & Human Movement, Viale Sci Edificio 15, I-90128 Palermo, Italy

来源：

BEHAVIORAL SCIENCES | 2023年 / 13卷 / 04期

关键词：

emotional intelligence; ability EI; self-reported EI; burnout; work engagement; self-efficacy; teacher; remote teaching; school; COVID-19; JOB-SATISFACTION; PERSONALITY; PERFORMANCE; ANXIETY;

D O I：

10.3390/bs13040296

中图分类号：

B84 [心理学];

学科分类号：

04 ; 0402 ;

摘要：

Teachers' psychological well-being is a crucial aspect that influences learning in a classroom climate. The aim of the study was to investigate teachers' emotional intelligence, burnout, work engagement, and self-efficacy in times of remote teaching during COVID-19 lockdown. A sample of 65 teachers (M-age = 50.49), from early childhood through lower secondary education, were recruited during a period of school closure to answer self-report questionnaires and other measures assessing study variables. Results showed that during the COVID-19 pandemic, teachers reported higher levels of burnout and lower levels of self-esteem due to multiple challenges related to remote teaching and the growing sense of insecurity regarding health safety in the school environment. However, the negative effects of COVID-19 on teachers' self-efficacy, work engagement, and burnout varied according to their own levels of emotional intelligence. These results demonstrate that emotional intelligence may support teachers in facing these challenges.

引用

页数：10

共 71 条

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