Affiliation:
1. Department of Psychology, Educational Science and Human Movement, University of Palermo, Viale delle Scienze Edificio 15, 90128 Palermo, Italy
Abstract
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 (Mage = 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.
Subject
Behavioral Neuroscience,General Psychology,Genetics,Development,Ecology, Evolution, Behavior and Systematics
Cited by
11 articles.
订阅此论文施引文献
订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献