The impact of COVID-19

Psychosocial risks on non-university teachers

Authors

  • Valentina Gómez Domínguez Universidad Internacional de Valencia
  • M. Teresa Gómez Domínguez Universidad Católica de Valencia
  • Laura Sánchez Pujalte Universidad Internacional de Valencia
  • Diego Navarro Mateu Universidad Católica de Valencia

DOI:

https://doi.org/10.37467/revhuman.v11.4233

Keywords:

Psychosocial risks, COVID-19, Stress, Burnout, Teachers

Abstract

Objective: To analyse the psychosocial risks suffered by teachers during the pandemic. Method: Descriptive analysis, correlations and comparison of means. Sample: 265 non-university teachers. Instruments: Validated questionnaire extracted from UNIPSICO Battery, Burnout Assessment- BAT and Job Insecurity Scale and ad-hoc questionnaire to measure resources, information, measures and impact. Results: Inequity followed by overload are the biggest risks. Perceived lack of organisational justice, role and interpersonal conflict, increased workload. High social support. Insufficient resources, information and measures and moderate-high impact on their professional performance. Non-significant values for burnout and health.

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Published

2022-12-22

How to Cite

Gómez Domínguez, V. ., Gómez Domínguez, M. T., Sánchez Pujalte, L. ., & Navarro Mateu, D. (2022). The impact of COVID-19: Psychosocial risks on non-university teachers. HUMAN REVIEW. International Humanities Review Revista Internacional De Humanidades, 15(3), 1–13. https://doi.org/10.37467/revhuman.v11.4233