The study examines coping, tech attitudes, and burnout in 388 Italian female teachers during COVID-19. Results show coping predicts lower burnout via higher online teaching self-efficacy and lower technostress. Primary teachers report higher emotional exhaustion; older teachers experience more technostress. Findings emphasise the importance of coping strategies in reducing burnout, highlighting the need to enhance online teaching self-efficacy and address technostress. Training focusing on these aspects could effectively support teachers amid the pandemic and regular job stressors.

(2024). Emotional exhaustion faced by Italian female teaching staff during COVID-19 pandemic: A sequential mediation model applying coping strategies, self-efficacy for online teaching, and technostress [journal article - articolo]. In INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH OPEN. Retrieved from https://hdl.handle.net/10446/289825

Emotional exhaustion faced by Italian female teaching staff during COVID-19 pandemic: A sequential mediation model applying coping strategies, self-efficacy for online teaching, and technostress

Bianco, Federica;Castelli, Ilaria;
2024-11-21

Abstract

The study examines coping, tech attitudes, and burnout in 388 Italian female teachers during COVID-19. Results show coping predicts lower burnout via higher online teaching self-efficacy and lower technostress. Primary teachers report higher emotional exhaustion; older teachers experience more technostress. Findings emphasise the importance of coping strategies in reducing burnout, highlighting the need to enhance online teaching self-efficacy and address technostress. Training focusing on these aspects could effectively support teachers amid the pandemic and regular job stressors.
articolo
21-nov-2024
Levante, Annalisa; Petrocchi, Serena; Bianco, Federica; Castelli, Ilaria; Lecciso, Flavia
(2024). Emotional exhaustion faced by Italian female teaching staff during COVID-19 pandemic: A sequential mediation model applying coping strategies, self-efficacy for online teaching, and technostress [journal article - articolo]. In INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH OPEN. Retrieved from https://hdl.handle.net/10446/289825
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/10446/289825
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