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
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.
Authors
- Flavia Lecciso (ORCID: https://orcid.org/0000-0003-1846-7402)
- Annalisa Levante (ORCID: https://orcid.org/0000-0002-3250-3839)
- Federica Bianco (ORCID: https://orcid.org/0000-0002-9530-3084)
- Serena Petrocchi (ORCID: https://orcid.org/0000-0002-7223-8240)
- Ilaria Castelli (ORCID: https://orcid.org/0000-0003-0271-9628)
Institutions
- University of Bergamo (IT)
- University of Salento (IT)
- Università della Svizzera italiana (CH)
Publication Details
- Journal
- International Journal of Educational Research Open
- Published
- 2024-11-21
- DOI
- https://doi.org/10.1016/j.ijedro.2024.100403
- Citations
- 4
- Primary Topic
- Technostress in Professional Settings
- Type
- article
- Field-Weighted Citation Impact
- 2.57