ArticleThe Journal of school health2022
Teachers' Response to Stress, Anxiety and Depression During COVID-19 Lockdown: What Have We Learned From the Pandemic?
Article in The Journal of school health, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 11 papers.
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Who cites it
11 citing papers in PubMed, 42 citations in OpenAlex.
- Exploring the Impact of the 2020 COVID-19 Adjusted Lockdown on Social Workers at a Gender-Based Violence Command Centre in Pretoria, Gauteng.Public health challenges · 2025Article
- Exploring the Role of Relationship Dynamics and Chronic Illness in Psychological Outcomes Among Cohabiting Couples During the COVID-19 Pandemic.Actas espanolas de psiquiatria · 2025Article
- Article
- Lessons Learned from Family-School Relationships during COVID-19: The Experiences of Early Childhood Special Education Professionals.Journal of early childhood teacher education · 2025Article
- Article
- Determinants of anxiety and depression among university teachers during third wave of COVID-19.BMC psychiatry · 2023Article
- Insomnia in teachers at the time of resumption of in-person instruction at schools amidst the COVID-19 pandemic: A cross-sectional study.F1000Research · 2023Article
- Enhancing psychological well-being of school teachers in India: role of energy management, thriving, and stress.Frontiers in psychology · 2023Article
- Burnout, resilience, and subjective well-being among Portuguese lecturers' during the COVID-19 pandemic.Frontiers in psychology · 2023Article
- Daily positive and negative affect during the COVID-19 pandemic.Frontiers in psychology · 2023Article
- Teachers' Response to Stress, Anxiety and Depression During COVID-19 Lockdown: What Have We Learned From the Pandemic?The Journal of school health · 2022Article
Corrections and comments
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Authors and funding
5 authors at 2 institutions in 2 countries.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundAs a result of national lockdown due to the COVID-19 outbreak, teachers were forced to suspend their classes and replace them with online teaching and home schooling. Additional stressors such as competing family responsibility have increased their worries and mental health problems. The aim of this study was to determine the impact of COVID-19-related worries on teachers' emotional symptoms, considering the mediating role of several protective factors.
methodsA total of 614 Chilean teachers (94.60% women) participated in this study using a cross-sectional design and incidental sampling method. Self-report data was collected assessing emotional symptoms, COVID-19-related worries, life satisfaction, affect balance, and resilience. Descriptive analyses, Pearson's correlations, hierarchical regressions, and mediation models were conducted.
resultsThe results indicated that emotional symptoms were associated with prepandemic physical and mental health problems, higher levels of worries and negative affect, as well as lower levels of life satisfaction and resilience. Results from the mediation models showed that the negative impact of COVID-19-related worries on emotional symptoms was alleviated by affect balance and resilience.
conclusionsThese findings highlight the importance of addressing the risk and protective factors for teachers' mental health during exceptional situations such as the ongoing pandemic.
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