000121851 001__ 121851
000121851 005__ 20241125101125.0
000121851 0247_ $$2doi$$a10.3390/bs13010076
000121851 0248_ $$2sideral$$a132241
000121851 037__ $$aART-2023-132241
000121851 041__ $$aeng
000121851 100__ $$aMartí-González, Mariacarla
000121851 245__ $$aCOVID-19 in School Teachers: job satisfaction and burnout through the job demands control model
000121851 260__ $$c2023
000121851 5060_ $$aAccess copy available to the general public$$fUnrestricted
000121851 5203_ $$aThe recent pandemic has influenced teachers’ mental health and well-being. The present work follows the Job-Demands-Control model, analyzing changes in the demands, control, and social support during COVID-19, and how they influence job satisfaction, emotional exhaustion, depersonalization, and personal accomplishment among school teachers. The sample comprised 172 school teachers. The instruments applied were The Maslach Burnout Inventory (MBI), The Job Satisfaction Teacher Index (Organization for Economic Cooperation and Development (OECD), 2014), and The Demand Control Support Questionnaire (DCSQ). Job satisfaction was predicted exclusively by social support, revealing the importance of social interactions at work. Emotional exhaustion and depersonalization were predicted by job demands, showing that an increase in job demands (i.e., COVID) affects individuals’ feelings of burnout. The results show that it would be interesting to design strategies that guarantee job control in the teaching context. This would open multiple pathways to implement healthier methodological processes for teachers and the consequent research to support these processes.
000121851 536__ $$9info:eu-repo/grantAgreement/ES/UZ/Fundación Universitaria Antonio Gargallo-2020-B007
000121851 540__ $$9info:eu-repo/semantics/openAccess$$aby$$uhttp://creativecommons.org/licenses/by/3.0/es/
000121851 590__ $$a2.5$$b2023
000121851 592__ $$a0.616$$b2023
000121851 591__ $$aPSYCHOLOGY, MULTIDISCIPLINARY$$b58 / 219 = 0.265$$c2023$$dQ2$$eT1
000121851 593__ $$aEcology, Evolution, Behavior and Systematics$$c2023$$dQ2
000121851 593__ $$aPsychology (miscellaneous)$$c2023$$dQ2
000121851 593__ $$aDevelopment$$c2023$$dQ2
000121851 593__ $$aGenetics$$c2023$$dQ3
000121851 593__ $$aBehavioral Neuroscience$$c2023$$dQ3
000121851 594__ $$a2.6$$b2023
000121851 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000121851 700__ $$0(orcid)0000-0002-9214-0910$$aAlcalá-Ibañez, María Lourdes$$uUniversidad de Zaragoza
000121851 700__ $$0(orcid)0000-0002-0123-8147$$aCastán-Esteban, Jose Luis$$uUniversidad de Zaragoza
000121851 700__ $$aMartín-Bielsa, Laura
000121851 700__ $$0(orcid)0000-0003-4795-5798$$aGallardo, Laura O.$$uUniversidad de Zaragoza
000121851 7102_ $$14001$$2625$$aUniversidad de Zaragoza$$bDpto. Ciencias de la Educación$$cÁrea Métod.Invest.Diag.Educac.
000121851 7102_ $$14009$$2735$$aUniversidad de Zaragoza$$bDpto. Psicología y Sociología$$cÁrea Psicolog.Evolut.Educac
000121851 7102_ $$14001$$2805$$aUniversidad de Zaragoza$$bDpto. Ciencias de la Educación$$cÁrea Teoría e Histª. Educación
000121851 773__ $$g13, 1 (2023), 76 [11 pp.]$$tBehavioral Sciences$$x2076-328X
000121851 8564_ $$s994219$$uhttps://zaguan.unizar.es/record/121851/files/texto_completo.pdf$$yVersión publicada
000121851 8564_ $$s2782815$$uhttps://zaguan.unizar.es/record/121851/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000121851 909CO $$ooai:zaguan.unizar.es:121851$$particulos$$pdriver
000121851 951__ $$a2024-11-22-11:57:33
000121851 980__ $$aARTICLE