التفاصيل البيبلوغرافية
| العنوان: |
Personality Traits, Technology-Related Teaching Skills, and Coping Mechanisms as Antecedents of Teachers' Job-Related Affective Well-Being and Burnout in Compulsory and Higher Education Online Teaching Settings. |
| المؤلفون: |
Stan, Rosana |
| المصدر: |
Frontiers in Psychology; 4/18/2022, Vol. 13, p1-18, 18p |
| مصطلحات موضوعية: |
PERSONALITY, ONLINE education, OPENNESS to experience, EFFECTIVE teaching, COMPULSORY education, TEACHERS |
| مستخلص: |
Teachers' job-related well-being has been affected by the sudden shift to emergency remote online teaching due to the COVID-19 pandemic which has totally reshaped the task performance. Therefore, this study attempts to enlighten the possible reasons for the deterioration in teachers' job-related well-being and proposes an integrated application of three models of prediction for job-related affective well-being and burnout as teachers' indicators for the well-being in online teaching settings. The first model includes personality traits (extroversion, neuroticism, and conscientiousness) measured with the revised neuroticism, extroversion, and openness personality inventory (NEO-PI-R). The second model integrates an indispensable skill for the online teaching which is technological pedagogical content knowledge (TPCK) as technology-related teaching skill conceptualized by the TPACK framework. The TPACK model is a technology integration that identifies three types of knowledge instructors need to combine for successful EdTech integration - technological, pedagogical, and content knowledge (i.e., TPACK). The third model, a multidimensional one, includes coping mechanisms (e.g., problem-focused coping, emotion-focused coping, social support coping, and avoidant coping) as mediators in the relationship between personality traits and TPCK on the one side, and job-related well-being indicators on the other side. Findings from regression analyses were used to test the first two models, and the findings from a mediation analysis were used to test the third model to show that teachers' TPCK explains a significant amount of variance in the job-related affective well-being of the teachers. The analyses also demonstrate that avoidant coping particularly mediates the relation between burnout and job-related affective well-being during COVID-19 school closures. Results indicate the efficacy of the TPACK model in increasing the job-related well-being of the teachers. The analysis of the data led to recommend that teachers should improve their personal technology-related teaching skills and adopt coping strategies in consistent with their personality traits. Moreover, public schools, as organizations, could advance educational technology programs to enhance technology-related teaching skills with the aim of increasing the well-being of their employees in online teaching settings. [ABSTRACT FROM AUTHOR] |
|
Copyright of Frontiers in Psychology is the property of Frontiers Media S.A. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) |
| قاعدة البيانات: |
Complementary Index |
Full Text Finder