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dc.contributor.authorLindner, Katharina-Theresa
dc.contributor.authorSavolainen, Hannu
dc.contributor.authorSchwab, Susanne
dc.date.accessioned2021-11-18T07:10:59Z
dc.date.available2021-11-18T07:10:59Z
dc.date.issued2021
dc.identifier.citationLindner, K.-T., Savolainen, H., & Schwab, S. (2021). Development of Teachers’ Emotional Adjustment Performance Regarding Their Perception of Emotional Experience and Job Satisfaction During Regular School Operations, the First and the Second School Lockdown in Austria. <i>Frontiers in Psychology</i>, <i>12</i>, Article 702606. <a href="https://doi.org/10.3389/fpsyg.2021.702606" target="_blank">https://doi.org/10.3389/fpsyg.2021.702606</a>
dc.identifier.otherCONVID_101901955
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/78690
dc.description.abstractStarting with the COVID-19 pandemic, research intensively investigated the effects of school lockdowns on involved stakeholders, such as teachers, students and parents. However, as research projects had to be hurriedly conducted, in-depth and longitudinal studies are lacking. Therefore, the current study uses data from a longitudinal study to investigate the well-being of Austrian in-service teachers during the COVID-19 pandemic. In total 256 teachers took part at both measurement waves and participated in an online survey. Standardized questionnaires were used to assess teachers’ perception of emotional experiences and job satisfaction before COVID-19 (retrospective, t1), during the first (in situ, t2) and during the second school lockdown (in situ, t3). The results indicated that the vast majority of teachers generally felt a high level of job satisfaction. However, teachers’ satisfaction decreased between regular teaching and school lockdowns. Similarly, positive emotional activation was reduced and negative activation increased. Further, results from a positive activation cross-lagged path model indicated that the lack of positive activation led to lower job satisfaction. For negative emotional activation, job satisfaction during the first school lockdown predicted negative activation at the second lockdown.en
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherFrontiers Media
dc.relation.ispartofseriesFrontiers in Psychology
dc.rightsCC BY 4.0
dc.subject.otherteachers’ emotional experience
dc.subject.otherlongitudinal study
dc.subject.otherschool lockdown
dc.titleDevelopment of Teachers’ Emotional Adjustment Performance Regarding Their Perception of Emotional Experience and Job Satisfaction During Regular School Operations, the First and the Second School Lockdown in Austria
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202111185701
dc.contributor.laitosKasvatustieteiden laitosfi
dc.contributor.laitosDepartment of Educationen
dc.contributor.oppiaineErityispedagogiikkafi
dc.contributor.oppiaineSpecial Educationen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.description.reviewstatuspeerReviewed
dc.relation.issn1664-1078
dc.relation.volume12
dc.type.versionpublishedVersion
dc.rights.copyright© 2021 Lindner, Savolainen and Schwab
dc.rights.accesslevelopenAccessfi
dc.subject.ysosopeutuminen
dc.subject.ysoCOVID-19
dc.subject.ysokokemukset
dc.subject.ysoopettajat
dc.subject.ysopitkittäistutkimus
dc.subject.ysopoikkeusolot
dc.subject.ysoetäopetus
dc.subject.ysotyötyytyväisyys
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p6137
jyx.subject.urihttp://www.yso.fi/onto/yso/p38829
jyx.subject.urihttp://www.yso.fi/onto/yso/p3209
jyx.subject.urihttp://www.yso.fi/onto/yso/p1117
jyx.subject.urihttp://www.yso.fi/onto/yso/p14610
jyx.subject.urihttp://www.yso.fi/onto/yso/p734
jyx.subject.urihttp://www.yso.fi/onto/yso/p542
jyx.subject.urihttp://www.yso.fi/onto/yso/p1831
dc.rights.urlhttps://creativecommons.org/licenses/by/4.0/
dc.relation.doi10.3389/fpsyg.2021.702606


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