Evidence map›Paper›PMID 37563744›Full record

ArticleAmerican journal of industrial medicine2023

Impact of work schedule characteristics on teacher mental health and burnout symptoms while remote working.

Jennifer M Cavallari, Jennifer L Garza, Natalie R Charamut, Cheyenne Szarka, Spencer D Perry, Rick A Laguerre, Lisa M H Sanetti, Alicia G Dugan

Open access · greenAbstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in American journal of industrial medicine, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.

0numbers the graph read from it
0cells of the map it votes in
1citing papers in PubMed
1.9field-weighted citation impact, top 15% of its field
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

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.

2 · The registry

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.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

1 citing paper in PubMed, 6 citations in OpenAlex.

  1. Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

8 authors at 3 institutions in 1 country.

Jennifer M CavallariDepartment of Public Health Sciences, UConn School of Medicine, Farmington, Connecticut, USA.ORCID 0000-0001-8414-8704
Jennifer L GarzaDivision of Occupational and Environmental Medicine, Department of Medicine, UConn School of Medicine, Farmington, Connecticut, USA.
Natalie R CharamutDepartment of Educational Psychology, Neag School of Education, University of Connecticut, Storrs, Connecticut, USA.ORCID 0000-0002-1394-1868
Cheyenne SzarkaDepartment of Educational Psychology, Neag School of Education, University of Connecticut, Storrs, Connecticut, USA.
Spencer D PerryDepartment of Educational Psychology, Neag School of Education, University of Connecticut, Storrs, Connecticut, USA.
Rick A LaguerreDepartment of Psychology, Montclair State University, Montclair, New Jersey, USA.
Lisa M H SanettiDepartment of Educational Psychology, Neag School of Education, University of Connecticut, Storrs, Connecticut, USA.
Alicia G DuganDivision of Occupational and Environmental Medicine, Department of Medicine, UConn School of Medicine, Farmington, Connecticut, USA.ORCID 0000-0001-5776-2960
University of Connecticut · USUConn Health · USMontclair State University · US

Funding

CPH-NEW IV - Total Worker HealthU19OH012299 · OH · UNIVERSITY OF CONNECTICUT SCH OF MED/DNT · PI CAVALLARI, JENNIFER M · 2021 to 2025
$6.9M
NIOSH CDC HHS U19 OH012299
6 · The paper itself

Abstract

backgroundDuring the COVID-19 pandemic, teachers quickly shifted to remote teaching with many teachers experiencing increased work demands with limited resources, affecting both mental health and work.

methodsWithin a cross-sectional study, we evaluated the relationship between one type of work demand, non-standard work schedule characteristics, and depressive and burnout symptoms in kindergarten through 8th grade U.S. teachers working remotely in May 2020. We further assessed the impact of COVID-19 and work resources. Work schedule characteristics were self-assessed across six domains on a 5-point frequency scale from always (1) to never (5). We used multilevel Poisson models to calculate prevalence ratios (PRs) and 95% confidence intervals (CIs).

resultsIn fully adjusted models, frequently working unexpectedly was associated with a higher prevalence of depressive symptoms (PR = 1.18, 95% CI = 1.07-1.31, p < 0.01), high emotional exhaustion (PR = 1.17, 95% CI = 1.05-1.30, p < 0.01), and high depersonalization (PR = 1.40, 95% CI = 1.02-1.92, p = 0.03). Remote work resources were significantly associated with a lower prevalence of depressive symptoms (PR = 0.88, 95% CI = 0.79-0.98, p = 0.02). There was a linear association between low coworker support and a low sense of personal accomplishment (PR = 0.68, 95% CI = 0.53-0.87, p < 0.01).

conclusionsFrequently having to work unexpectedly while remote teaching was associated with symptoms of depression and burnout during the COVID-19 pandemic. Workplaces should support predictable working times to lessen the disruption caused by unexpected work to promote worker well-being.

Indexed as

Burnout, ProfessionalCOVID-19Cross-Sectional StudiesHumansMental HealthPandemicsPersonnel Staffing and SchedulingTeleworkingeducatorsmental healthremote workwork demandswork schedule

Identifiers

PMID37563744
PMCPMC10947992
OpenAlexW4385752040

What OpenQuestion holds

Textmetadata
LicenceTDM
Read underepoch 390

Registered trials

None linked

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.