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RESEARCH PRODUCT
Teachers’ Emotional Intelligence, Burnout, Work Engagement, and Self-Efficacy during COVID-19 Lockdown
Alessandro GeraciLaura Di DomenicoCristiano IngugliaAntonella D’amicosubject
work engagementburnoutschoolability EICOVID-19Developmentemotional intelligenceBehavioral NeuroscienceSettore M-PSI/04 - Psicologia Dello Sviluppo E Psicologia Dell'Educazioneemotional intelligence; ability EI; self-reported EI; burnout; work engagement; self-efficacy; teacher; remote teaching; school; COVID-19Geneticsremote teachingteacherself-efficacyGeneral PsychologyEcology Evolution Behavior and Systematicsself-reported EIdescription
Teachers’ psychological well-being is a crucial aspect that influences learning in a classroom climate. The aim of the study was to investigate teachers’ emotional intelligence, burnout, work engagement, and self-efficacy in times of remote teaching during COVID-19 lockdown. A sample of 65 teachers (Mage = 50.49), from early childhood through lower secondary education, were recruited during a period of school closure to answer self-report questionnaires and other measures assessing study variables. Results showed that during the COVID-19 pandemic, teachers reported higher levels of burnout and lower levels of self-esteem due to multiple challenges related to remote teaching and the growing sense of insecurity regarding health safety in the school environment. However, the negative effects of COVID-19 on teachers’ self-efficacy, work engagement, and burnout varied according to their own levels of emotional intelligence. These results demonstrate that emotional intelligence may support teachers in facing these challenges.
| year | journal | country | edition | language |
|---|---|---|---|---|
| 2023-03-30 | Behavioral Sciences; Volume 13; Issue 4; Pages: 296 |