The Influence of COVID-19 and Psychosocial Risks on Burnout and Psychosomatic Health Problems in Non-University Teachers in Spain during the Peak of the Pandemic Regressions vs. fsQCA

Abstract

During the COVID-19 pandemic, teachers had to adapt to the changes caused by remote working, experiencing prolonged stress situations that together with psychosocial factors can lead to burnout and psychosomatic health problems. This study focused on analyzing the influence of COVID-19 and psychosocial risks on psychosomatic problems and burnout at the peak of the pandemic in Spain, from March to April 2020. It combined two methodologies, hierarchical regression models (HRM) and qualitative comparative analysis (QCA). The two methodologies demonstrated greater predictive power for psychosocial demand factors (workload and role conflict) on burnout and psychosomatic health problems. In addition, the fsQCA models demonstrated the contribution of job insecurity and the lack of organizational justice, resources and COVID-19 information. These results can be used by educational managers to improve the daily work of teachers, impacting on the quality of teaching, as well as their response to pandemics, which will benefit society.

Conflicts in PK-12 Schools: Causes, Consequences and Management

“…The pandemic brought unrealistic and unexpected changes in the school's work environment where all classroom teaching and other activities shifted to completely online mode. These sudden changes led to increase in teacher anxiety, stress and burnout due to role ambiguity, role conflict and minimal support from the school district administration [62,[96][97][98], and psychosomatic health problems due to psychosocial demand factors (job insecurity, workload, lack of organizational justice) and lack of social support [99]. Teacher's had to manage conflicts and stress arising from Conflicts in PK-12 Schools: Causes, Consequences and Management DOI: http://dx.doi.org/10.5772/intechopen.1004344 environmental, (school administration, student's home environment and parentteacher relationship), role related (climate and classroom management, virtual teaching, and student issues), and personal factors (work-family balance, uncertainty and work over load) as reported in a study by Boneh et al [100].…”

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