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Article

Mental Health of Teachers Who Have Teleworked Due to COVID-19

1
Faculty of Education, Universidad Católica de la Santísima Concepción, Concepción 4070129, Chile
2
Center for Research in Occupational Health (CiSAL), Department of Experimental and Health Sciences, Pompeu Fabra University, 08003 Barcelona, Spain
3
Centro de Medición MIDE UC, Pontificia Universidad Católica de Chile, Santiago 7820436, Chile
*
Author to whom correspondence should be addressed.
Academic Editors: María del Carmen Pérez-Fuentes, Michal Dolev-Cohen and Meyran Boniel-Nissim
Eur. J. Investig. Health Psychol. Educ. 2021, 11(2), 515-528; https://doi.org/10.3390/ejihpe11020037
Received: 4 May 2021 / Revised: 1 June 2021 / Accepted: 7 June 2021 / Published: 9 June 2021
(This article belongs to the Special Issue Internet Uses in the Current Age: What Changed?)
The impact of the COVID-19 pandemic on education included school closures and the implementation of virtual teaching and teleworking without the knowledge or resources needed to do so. This situation accentuated the inequality in accessing quality education and generated high rates of stress, anxiety, and general discomfort in teachers. This study aimed to explore the mental health of teachers who were forced to telework because of COVID-19, and to analyze the association with sociodemographic, teacher-related, and working conditions. The sample was 278 classroom teachers in Chile who teleworked more than 50% during the 2020 academic year. The participants were mostly women (82%) who entered the teaching profession at age 30 or younger (87%) and worked two or more unpaid overtime hours per day (67%). The dependent variable was mental health measured through the General Health Questionnaire (GHQ-12). The independent variables were sociodemographic, teacher-related, and work conditions. The internal structure of the mental health construct was evaluated using the Rasch model. Crude odds ratios (cORs) and adjusted odds ratios (aORs) were estimated using logistic regression models. A high rate of poor mental health was identified in teachers (58%). The variables associated with poor mental health were working in a private–subsidized school (aOR = 2.89; 95% CI: 1.16–7.22), working two or more unpaid overtime hours (aOR = 2.25; 95% CI: 1.11–4.59), and being absent due to sickness (aOR = 3.82; 95% CI: 1.53–9.58). These results provide evidence suggesting the need for actions to improve the working conditions of teachers who telework in order to improve their mental health, and thus have a positive impact on the entire educational community. View Full-Text
Keywords: mental health; COVID-19; teachers; forced telework; GHQ-12; Rasch model mental health; COVID-19; teachers; forced telework; GHQ-12; Rasch model
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MDPI and ACS Style

Palma-Vasquez, C.; Carrasco, D.; Hernando-Rodriguez, J.C. Mental Health of Teachers Who Have Teleworked Due to COVID-19. Eur. J. Investig. Health Psychol. Educ. 2021, 11, 515-528. https://doi.org/10.3390/ejihpe11020037

AMA Style

Palma-Vasquez C, Carrasco D, Hernando-Rodriguez JC. Mental Health of Teachers Who Have Teleworked Due to COVID-19. European Journal of Investigation in Health, Psychology and Education. 2021; 11(2):515-528. https://doi.org/10.3390/ejihpe11020037

Chicago/Turabian Style

Palma-Vasquez, Claudia, Diego Carrasco, and Julio C. Hernando-Rodriguez. 2021. "Mental Health of Teachers Who Have Teleworked Due to COVID-19" European Journal of Investigation in Health, Psychology and Education 11, no. 2: 515-528. https://doi.org/10.3390/ejihpe11020037

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