Exhaustion, emotional interference, domain of the environment, self-efficacy and engagement of teachers during the COVID-19 pandemic
DOI:
https://doi.org/10.32870/dse.v0i28.1355Abstract
Teachers have been one of the most affected professionals during the pandemic, as the contingency has challenged them to make important changes in their professional work. This study aims to analyze the association between mental health, psychoeducational and sociodemographic variables in school-level teachers during COVID-19. For this, a quantitative approach with a descriptive-correlational-causal cross-sectional design was used. The results showed that the teachers presented high levels of emotional exhaustion, half of the time they experienced difficulties in reducing emotional interference, once a week they reported difficulties in dominating the environment and they believe themselves somewhat capable of promoting self-assessment of the study; however, they are frequently engaged; and this engagement is associated with emotional exhaustion, mastery of the environment, self-efficacy, being a woman, as well as the nature of their part-time employment, contributing 26% of the shared variability.
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