The beneficial effects of professional identity: The mediating role of teaching identification in the relationship between role stress and psychological distress during the Covid-19 pandemic
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Date
2022
Journal Title
Journal ISSN
Volume Title
Publisher
MDPI
Abstract
At the start of the COVID-19 pandemic, teachers and students rapidly transitioned to
remote teaching and learning. In South Africa, this initial transition was followed by periods of
reopening and closing of schools during the various waves of the pandemic. When schools were
reopened, rotational schooling was implemented, with students attending in shifts. All this change
created a climate of uncertainty for teachers. The current study investigates the relationship between
role stress and indices of psychological distress, as well as the potential mediating role of teaching
identification in this relationship, using a cross-sectional survey design. Participants (n = 355) were
school teachers in South Africa who completed the Role Stress Questionnaire, the Professional
Identification Scale, the trait scale of the State-Trait Anxiety Inventory, and the Beck Hopelessness
Scale during the second wave of the pandemic (May–July 2021).
Description
Keywords
Professional identification, Covid-19, Anxiety, Public health, South Africa
Citation
Pretorius, T. B., & Padmanabhanunni, A. (2022). The beneficial effects of professional identity: The mediating role of teaching identification in the relationship between role stress and psychological distress during the Covid-19 pandemic. International journal of environmental research and public health, 19(18). https://doi.org/10.3390/ijerph191811339