{"id":4826,"date":"2023-05-02T15:28:20","date_gmt":"2023-05-02T19:28:20","guid":{"rendered":"https:\/\/tpack.pages.wm.edu\/?p=4826"},"modified":"2023-05-02T15:28:20","modified_gmt":"2023-05-02T19:28:20","slug":"4826","status":"publish","type":"post","link":"https:\/\/tpack.org\/tpackrefs\/archives\/4826","title":{"rendered":""},"content":{"rendered":"\n

Stan, R. (2022). Personality traits, technology-related teaching skills, and coping mechanisms as antecedents of teachers\u2019 job-related affective well-being and burnout in compulsory and higher education online teaching settings. Frontiers in Psychology<\/em>, 13<\/em>. https:\/\/doi.org\/10.3389\/fpsyg.2022.792642<\/a><\/p>\n\n\n\n

Abstract:<\/p>\n\n\n\n

\u201cTeachers\u2019 job-related well-being has been affected by the sudden shift to emergency remote online teaching due to the COVID-19 pandemic which has totally reshaped the task performance. Therefore, this study attempts to enlighten the possible reasons for the deterioration in teachers\u2019 job-related well-being and proposes an integrated application of three models of prediction for job-related affective well-being and burnout as teachers\u2019 indicators for the well-being in online teaching settings. The first model includes personality traits (extroversion, neuroticism, and conscientiousness) measured with the revised neuroticism, extroversion, and openness personality inventory (NEO-PI-R). The second model integrates an indispensable skill for the online teaching which is technological pedagogical content knowledge (TPCK) as technology-related teaching skill conceptualized by the TPACKframework. The TPACK model is a technology integration that identifies three types of knowledge instructors need to combine for successful EdTech integration – technological, pedagogical, and content knowledge (i.e., TPACK). The third model, a multidimensional one, includes coping mechanisms (e.g., problem-focused coping, emotion-focused coping, social support coping, and avoidant coping) as mediators in the relationship between personality traits and TPCK on the one side, and job-related well-being indicators on the other side. Findings from regression analyses were used to test the first two models, and the findings from a mediation analysis were used to test the third model to show that teachers\u2019 TPCK explains a significant amount of variance in the job-related affective well-being of the teachers. The analyses also demonstrate that avoidant coping particularly mediates the relation between burnout and job-related affective well-being during COVID-19 school closures. Results indicate the efficacy of the TPACK model in increasing the job-related well-being of the teachers. The analysis of the data led to recommend that teachers should improve their personal technology-related teaching skills and adopt coping strategies in consistent with their personality traits. Moreover, public schools, as organizations, could advance educational technology programs to enhance technology-related teaching skills with the aim of increasing the well-being of their employees in online teaching settings.\u201d<\/p>\n","protected":false},"excerpt":{"rendered":"

Stan, R. (2022). Personality traits, technology-related teaching skills, and coping mechanisms as antecedents of teachers\u2019 job-related affective well-being and burnout in compulsory and higher education online teaching settings. Frontiers in Psychology, 13. https:\/\/doi.org\/10.3389\/fpsyg.2022.792642 Abstract: \u201cTeachers\u2019 job-related well-being has been affected by the sudden shift to emergency remote online teaching due…<\/p>\n

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