ArticleEuropean journal of investigation in health, psychology and education2021
Self-Perceived Instructional Competence, Self-Efficacy and Burnout during the Covid-19 Pandemic: A Study of a Group of Italian School Teachers.
Article in European journal of investigation in health, psychology and education, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 21 papers.
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Who cites it
21 citing papers in PubMed, 88 citations in OpenAlex.
- Dental Undergraduate Students' Perceptions of Blended Learning in the COVID-19 and Post-COVID-19 Years: Survey Study.JMIR formative research · 2025Article
- Unveiling the nexus of teacher commitment and job satisfaction: insights from Ecuador's educational landscape.BMC psychology · 2025Article
- Reducing teachers' perceived stress through an online wellbeing intervention: the role of socio-emotional competence and self-efficacy.Frontiers in psychology · 2025Article
- Post-pandemic face-to-face learning environments for undergraduate students: A scoping review protocol.PloS one · 2024Article
- Teachers' Emotional Intelligence, Burnout, Work Engagement, and Self-Efficacy during COVID-19 Lockdown.Behavioral sciences (Basel, Switzerland) · 2023Article
- Teachers' Innovative Work Behavior as a Function of Self-Efficacy, Burnout, and Irrational Beliefs: A Structural Equation Model.European journal of investigation in health, psychology and education · 2023Article
- Relational Competence, School Adjustment and Emotional Skills: A Cross-Sectional Study in a Group of Junior and High School Students of the Sicilian Hinterland.International journal of environmental research and public health · 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
- Teachers during the COVID-19 Era: The Mediation Role Played by Mentalizing Ability on the Relationship between Depressive Symptoms, Anxious Trait, and Job Burnout.International journal of environmental research and public health · 2023Article
- The role of teachers' socio-emotional competence in reducing burnout through increased work engagement.Frontiers in psychology · 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
- Teachers' emotional exhaustion during the COVID-19 pandemic: Levels, changes, and relations to pandemic-specific demands.Teaching and teacher education · 2023Article
- Mathematics Teachers' Encouragement of Their Students' Metacognitive Processes.European journal of investigation in health, psychology and education · 2022Article
- Teachers' Burnout Risk During the COVID-19 Pandemic: Relationships With Socio-Contextual Stress-A Latent Profile Analysis.Frontiers in psychiatry · 2022Article
- Distance Education among Italian Teachers: Differences and Experiences.Education and information technologies · 2022Article
- Teacher burnout and turnover intention in higher education: The mediating role of job satisfaction and the moderating role of proactive personality.Frontiers in psychology · 2022Article
- Primary school teachers' emotions, implicit beliefs, and self-efficacy during the COVID-19 pandemic.Frontiers in sports and active living · 2022Article
- Teachers' emotional exhaustion before and during the COVID-19 pandemic: Neither emotional exertion nor vacation feeling.Frontiers in psychology · 2022Article
- A Phenomenological Study of Educators' Experience After a Year of the COVID-19 Pandemic.Frontiers in psychology · 2022Article
- Teaching during a Pandemic: United States Teachers' Self-Efficacy During COVID-19.Teaching and teacher education · 2021Article
Corrections and comments
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Authors and funding
1 author at 1 institution in 1 country.
Funding
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Abstract
Prolonged school closures, forced isolation, and mutations in social interactions due to the COVID-19 pandemic have posed challenges for actors in the educational context; teachers, in particular, have had to develop new instructional strategies to ensure that lessons could continue. The present research measures in a group of 374 Italian teachers-curricular and specialist support teachers-the relationship between self-perceived instructional competence, self-efficacy, and burnout. The present research, conducted between April and December 2020, represents the second part of a larger study conducted from November 2018 to October 2019, which was replicated during COVID-19. Participants completed an anamnestic questionnaire, the Assessment Teaching Scale, and the Maslach Burnout Inventory in both phases of research; an ad hoc questionnaire (to measure teaching practices) and the Teacher Sense of Self Efficacy Scale were added in the second phase. Data confirm that general level of burnout increased and personal accomplishment was reduced during the pandemic; elevated personal accomplishment appears to be a predictor of emotional, socio-relational, and didactic competences before and during the pandemic. Feelings of frustration and accomplishment represent some manifestations of distress caused by the pandemic condition; these dynamics favor the crystallization of roles and behaviors towards the perception of metacognitive teaching processes.
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