职业倦怠和工作与生活平衡在菲律宾远程工作教师的 COVID

职业倦怠对策：保持工作与生活的平衡 #生活技巧# #自我提升技巧# #职业发展培训#

引用次数: 0

摘要

在 COVID-19 带来的全球限制下，教育部门经历了突如其来的变革，包括学校关闭和远程学习的采用，导致菲律宾教师焦虑加剧，影响了他们的整体福祉。本研究探讨了职业倦怠和工作与生活平衡在 COVID-19 焦虑与教师生活满意度之间的中介作用。通过在线调查，使用自我报告问卷，收集了 532 名从事远程工作的教师（73.3% 为女性；平均年龄 = 27.93 ± 1.27 岁）的数据。结果表明，COVID-19 焦虑对生活满意度有明显的负面影响。此外，COVID-19 焦虑对职业倦怠和工作与生活的平衡也有影响。结果发现，工作与生活的平衡与生活满意度之间存在着明显的关联，而工作与生活的平衡在 COVID-19 焦虑与生活满意度之间的关系中起着重要的中介作用。这些结果表明，COVID-19 引发的焦虑破坏了工作与生活的平衡，增加了职业倦怠，导致生活满意度降低。为了减轻这些对生活满意度的负面影响，政策制定者和学校当局应制定有效的策略来减轻教师对 COVID-19 的焦虑。这种方法旨在最终减少职业倦怠，促进教育工作者改善工作与生活的平衡，提高生活满意度。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

Mediating roles of burnout and work–life balance in the relationships between COVID-19 anxiety and life satisfaction among Filipino teachers working remotely

Amid global constraints imposed by COVID-19, the education sector witnessed sudden transformations, including school closures and the adoption of distance learning, leading to heightened anxiety among Filipino teachers and impacting their overall well-being. This study explores the mediating roles of burnout and work–life balance in the associations between COVID-19 anxiety and life satisfaction among teachers. Data were collected from 532 teachers (73.3% women; meanage = 27.93 ± 1.27 years) engaged in remote work through an online survey using self-reported questionnaires. Results indicated a significant and adverse influence of COVID-19 anxiety on life satisfaction. Also, COVID-19 anxiety showed an effect on both burnout and work–life balance. A significant association between work–life balance and life satisfaction was found, with work–life balance playing a significant mediating role in the relationship between COVID-19 anxiety and life satisfaction. These results suggest that the anxiety induced by COVID-19 disrupts the equilibrium between work–life balance and increases burnout, leading to reduced life satisfaction. To mitigate these negative effects on life satisfaction, policymakers and school authorities should devise effective strategies aimed at alleviating teachers' anxiety related to COVID-19. This approach aims to ultimately diminish burnout, fostering an improvement in work–life balance and life satisfaction for educators.

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