RT Journal Article
T1 Consequences of COVID-19 Confinement for Teachers: Family-Work Interactions, Technostress, and Perceived Organizational Support
A1 Solís García, Patricia
A1 Lago Urbano, Rocío
A1 Real Castelao, Sara
AB The confinement experienced due to the COVID-19 pandemic has prompted a rethink ofthe teaching–learning process to which teachers have responded without planning and instead usedtheir resources. This study aimed to analyze the relationships between work–family interactions,technostress, and perceived organizational support in teachers during the confinement period inSpain that began in March 2020. An online survey was administered to 640 pre-school, primary, andsecondary school teachers. Positive reciprocal work–family interactions and their relationship withorganizational support were found, with differences according to gender, with women showing amore negative perception of the impact on the family. There were no marked levels of technostress inthe overall sample, although higher levels of perceived ineffectiveness and skepticism were found inteachers aged 46 years or older. Teachers in private and subsidized schools showed a higher level ofperceived support than those in public schools. There is a need to continue this work to verify thevalues of these dimensions in other contexts and to apply institutional measures and public policiesto improve these indicators in this group.
PB MDPI
SN 1660-4601 (electrónico)
YR 2021
FD 2021
LK http://hdl.handle.net/10272/20800
UL http://hdl.handle.net/10272/20800
LA eng
NO Solís García P, Lago Urbano R, Real Castelao S. Consequences of COVID-19 Confinement for Teachers: Family-Work Interactions, Technostress, and Perceived Organizational Support. International Journal of Environmental Research and Public Health. 2021; 18(21):11259. https://doi.org/10.3390/ijerph182111259
DS Repositorio Institucional de la Universidad de Huelva
RD 31 may 2026