Teachers’ teleworking job satisfaction during the COVID-19 pandemic in Europe
This research takes insights from the job demand resource model to examine the teleworking job satisfaction of teachers for the period of COVID-19 pandemic. This study evidenced that teachers’ satisfaction with teleworking has been reduced as a consequence of the job demand increase. In contrast, ac...
| Autores: | , , , |
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| Formato: | artículo |
| Fecha de publicación: | 2023 |
| País: | España |
| Recursos: | Universidad Loyola Andalucía |
| Repositorio: | Brújula |
| OAI Identifier: | oai:repositorio.uloyola.es:20.500.12412/4298 |
| Acesso em linha: | https://hdl.handle.net/20.500.12412/4298 |
| Access Level: | acceso abierto |
| Palavra-chave: | Teleworking Job satisfaction Job demands Job resources JD-R model COVID-19 |
| Resumo: | This research takes insights from the job demand resource model to examine the teleworking job satisfaction of teachers for the period of COVID-19 pandemic. This study evidenced that teachers’ satisfaction with teleworking has been reduced as a consequence of the job demand increase. In contrast, access to adequate resources has allowed them to confront the challenges of teleworking, thus increasing their job satisfaction. The adverse efect of job demands on teleworking job satisfaction is bufered by job resources as teachers’ required extra means to confront unexpected and increased job demands. The technological gap between younger and older teachers was uncovered. |
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