“I teach, therefore i am”: The serial relationship between perceived vulnerability to disease, fear of Covid-19, teacher identification and teacher satisfaction
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Date
2021
Journal Title
Journal ISSN
Volume Title
Publisher
MPDI
Abstract
In early 2020, school closures were implemented globally to curb the spread of the COVID19 pandemic. In South Africa, emergency remote teaching was not sustainable, and conventional
teaching resumed in the context of the second and third waves of the pandemic, heightening fear and
anxiety about infection among teachers. The pandemic necessitated shifts in the scope of a teacher’s
job, potentially impacting their professional identity and job satisfaction. This study investigated
the interrelationship between teaching identification, teaching satisfaction, fear of COVID-19 and
perceived vulnerability to disease among a sample of South African school teachers (n = 355).
A serial mediation analysis supported the hypotheses that teaching identification mediated both
the relationship between fear of COVID-19 and teacher satisfaction and the association between
perceived vulnerability to disease, fear of COVID-19 and teacher satisfaction. The findings suggest
that teacher identification is a potential protective factor, and strengthening professional identification
can potentially assist teachers as they negotiate the uncertainty and stress associated with the
current pandemic.
Description
Keywords
Teaching identification, COVID-19, Teaching satisfaction, Public health, South Africa
Citation
Padmanabhanunni, A., & Pretorius, T. (2021). “I teach, therefore i am”: The serial relationship between perceived vulnerability to disease, fear of Covid-19, teacher identification and teacher satisfaction. International Journal of Environmental Research and Public Health,18(24), 13243. https://doi.org/10.3390/ijerph182413243