ArticleJournal of computer assisted learning2021
The impact of risk and protective factors on online teaching experience in high school Italian teachers during the COVID-19 pandemic.
Article in Journal of computer assisted learning, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 33 papers, 2 of them syntheses that pooled it.
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The trial behind it
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Who cites it
33 citing papers in PubMed, 2 syntheses or guidelines pooled it, 111 citations in OpenAlex.
- Remote workers' life quality and stress during COVID-19: a systematic review.European journal of public health · 2025Pooled it
- Satisfaction with online education among students, faculty, and parents before and after the COVID-19 outbreak: Evidence from a meta-analysis.Frontiers in psychology · 2023Pooled it
- Burnout, anxiety and depression in secondary school teachers in Europe during the COVID-19 pandemic: a systematic scoping review & perspective of preventive occupational medicine.Journal of occupational medicine and toxicology (London, England) · 2025Review
- "I Somehow Survived… but I Will Never Do It Again": Teachers' Perspectives on Past and Future Educational Disruptions in Slovenia.International journal of environmental research and public health · 2025Article
- Promoting workplace psychological wellbeing through Yoga and Tai Chi classes in female university employees.Frontiers in psychology · 2024Article
- Promoting teachers' wellbeing through a serious game intervention: a qualitative exploration of teachers' experiences.Frontiers in psychology · 2024Article
- Sociodemographic and work-related differences in teachers' attitude towards and perceived stress from emergency remote teaching during the COVID-19 pandemic.Scientific reports · 2023Article
- The effect of teachers' self- innovativeness on accountability, distance learning self-efficacy, and teaching practices.Computers & education · 2023Article
- The Role of Emotional Intelligence and Metacognition in Teachers' Stress during Pandemic Remote Working: A Moderated Mediation Model.European journal of investigation in health, psychology and education · 2023Article
- "I couldn't do what I needed to do for my own family": Teacher-parents during COVID-19 lockdowns.Social sciences & humanities open · 2023Article
- Impacts of COVID-19 on primary, secondary and tertiary education: a comprehensive review and recommendations for educational practices.Educational research for policy and practice · 2023Article
- Experiences of university teachers with rotational blended learning during the COVID-19 pandemic: A qualitative case study.PloS one · 2023Article
- Factors that influence beginning teacher retention during the COVID-19 pandemic: Findings from one Canadian province.International journal of educational research open · 2023Review
- Teaching away from school: do school digital support influence teachers' well-being during Covid-19 emergency?Large-scale assessments in education · 2023Article
- The Relationship between Physical Activity, Sleep Quality, and Stress: A Study of Teachers during the COVID-19 Pandemic.International journal of environmental research and public health · 2022Article
- Validation of a Measurement Scale on Technostress for University Students in Chile.International journal of environmental research and public health · 2022Article
- Determining the e-learning readiness of higher education students: A study during the COVID-19 pandemic.Heliyon · 2022Article
- Review
- Challenges and coping strategies of online learning for college students in the context of COVID-19: A survey of Chinese universities.Sustainable cities and society · 2022Article
- The Impact of Teacher Competence in Online Teaching on Perceived Online Learning Outcomes during the COVID-19 Outbreak: A Moderated-Mediation Model of Teacher Resilience and Age.International journal of environmental research and public health · 2022Article
Corrections and comments
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Authors and funding
3 authors at 2 institutions in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
The lockdown due to COVID-19 in Italy resulted in the sudden closure of schools, with a shift from traditional teaching to the online one. Through an online questionnaire, this survey explores teachers' experience of online teaching, the level of risk factors (e.g., stress) and protective factors (e.g., locus of control) and their impact on satisfaction levels during the social distancing. One hundred seven high school teachers from Lombardy, an Italian region very affected by the COVID-19 outbreak, participated. Results show that depression and stress are the main predictors of satisfaction levels for online teaching. In addition, coping, locus of control and self-efficacy emerge as important protective factors. Finally, although there is great satisfaction with the online teaching experience, critical elements emerged. This study is relevant because it describes the critical elements of the online teaching experience, and identifies some protective factors and the main risk factors in teachers operating in an area strongly marked by social restrictions imposed by the pandemic. High school teachers emerge as a sub-group of the general population with specific psychological reactions. Considering the results, it is possible to suggest providing high-quality educational support and crisis-psychological oriented services to teachers, and help to maintain the psychological well-being.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.