Perceived vulnerability to disease and the relationship with teacher satisfaction in South Africa during Covid-19: The serial role of burnout, role conflict, and ambiguity
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Date
2022
Journal Title
Journal ISSN
Volume Title
Publisher
MDPI
Abstract
Teachers’ work roles and responsibilities have changed dramatically because of the
COVID-19 pandemic. These unprecedented changes have the potential to generate role stress and
burnout and reduce teachers’ job satisfaction. This study investigated the serial relationship between
perceived vulnerability to disease, role stress, burnout, and teaching satisfaction. It was hypothesised
that individuals who perceive themselves to be at high risk of contracting COVID-19 would report
high role conflict and ambiguity in the workplace, which would in turn lead to high levels of burnout
and low satisfaction with teaching. Participants were schoolteachers (N = 355) who completed the
Perceived Vulnerability to Disease Questionnaire, the Role Orientation Questionnaire, the Maslach
Burnout Inventory, and the Teaching Satisfaction Scale.
Description
Keywords
Covid-19, Teacher satisfaction, Role stress, Public health, South Africa
Citation
Pretorius, T. B. et al. (2022). Perceived vulnerability to disease and the relationship with teacher satisfaction in South Africa during Covid-19: The serial role of burnout, role conflict, and ambiguity. Behavioral Sciences, 12(6), 160. https://doi.org/10.3390/bs12060160