ArticleInternational journal of environmental research and public health2021
"I Teach, Therefore I Am": The Serial Relationship between Perceived Vulnerability to Disease, Fear of COVID-19, Teacher Identification and Teacher Satisfaction.
Article in International journal of environmental research and public health, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 10 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
10 citing papers in PubMed, 24 citations in OpenAlex.
- Article
- Understanding Education Workers' Stressors after Lockdowns in Ontario, Canada: A Qualitative Study.European journal of investigation in health, psychology and education · 2023Article
- Satisfied with teaching? Psychometric properties of the Teaching Satisfaction Scale.African journal of psychological assessment · 2023Article
- People with High Perceived Infectability Are More Likely to Spread Rumors in the Context of COVID-19: A Behavioral Immune System Perspective.International journal of environmental research and public health · 2022Article
- Job Satisfaction Goes a Long Way: The Mediating Role of Teaching Satisfaction in the Relationship between Role Stress and Indices of Psychological Well-Being in the Time of COVID-19.International journal of environmental research and public health · 2022Article
- Deriving Meaning from Chaos: The Mediating Role of the Sense of Coherence in the Serial Relationships among Fear of COVID-19, Indices of Psychological Distress, and Life Satisfaction.Healthcare (Basel, Switzerland) · 2022Article
- 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 · 2022Article
- Identity Matters: Validation of the Professional Identification Scale in a Sample of Teachers in South Africa During the COVID-19 Pandemic.Trends in psychology · 2022Article
- Investigating Predictors of Psychological Distress for Healthcare Workers in a Major Saudi COVID-19 Center.International journal of environmental research and public health · 2022Article
- The Mediating Role of Teacher Identification in the Relationship Between Psychological Distress and Teacher Satisfaction During COVID-19.Inquiry : a journal of medical care organization, provision and financingArticle
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
2 authors at 1 institution in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
In early 2020, school closures were implemented globally to curb the spread of the COVID-19 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 (
Indexed as
Identifiers
What OpenQuestion holds
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.