ArticleBehavioral sciences (Basel, Switzerland)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.
Article in Behavioral sciences (Basel, Switzerland), 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers.
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Who cites it
6 citing papers in PubMed, 14 citations in OpenAlex.
- The relationship between role clarity and compulsory citizenship behavior among junior nurses: evidence from network analysis and simulation-based network modeling.Frontiers in public health · 2026Article
- Prevalence of depressive symptoms among teachers in the Tshwane Metropolitan Municipality, South Africa.The South African journal of psychiatry : SAJP : the journal of the Society of Psychiatrists of South Africa · 2026Article
- Coping in crisis: The role of sense of coherence, life satisfaction, and resilience in the relationship between depression, social support, fear of COVID-19, and perceived vulnerability to disease among nurses in South Africa.Journal of health psychology · 2025Article
- Behind the scrubs: Psychological distress and resilience among nurses.Health SA = SA Gesondheid · 2025Article
- The Resilience of South African School Teachers in the Time of COVID-19: Coping with Risk of Infection, Loneliness, and Anxiety.International journal of environmental research and public health · 2023Article
- Psychological Hardiness and Burnout in the Context of Post-Traumatic Stress Disorder Among South African First Responders.Chronic stress (Thousand Oaks, Calif.)Article
Corrections and comments
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Authors and funding
4 authors at 1 institution in 1 country.
Funding
No grant is acknowledged in the PubMed record.
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. Path analysis confirmed that perceived vulnerability to disease was associated with role conflict and ambiguity, which was in turn associated with emotional exhaustion, depersonalisation, and low teaching satisfaction. Teachers who appraised themselves as being more vulnerable to contracting COVID-19 experienced greater role stress, which was associated with high levels of burnout and low teaching satisfaction. This study highlights that threat appraisals related to contracting COVID-19 represent an additional job demand and this needs to be matched by job resources that can facilitate coping.
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