Feeling supported and engaged during COVID-19: the role of family and colleagues in promoting teachers’ well-being

References

• Aarnio, H. E., Clavert, M., Kangas, K., & Toom, A. (2021). Teachers’ perceptions of social support in the co-planning of multidisciplinary technology education. Design and Technology Education: An International Journal, 26(3), 8–29. http://hdl.handle.net/10138/336749
   Google Scholar
• Alves, R., Lopes, T., & Precioso, J. (2021). Teachers’ well-being in times of Covid-19 pandemic: Factors that explain professional well-being. International Journal of Educational Research and Innovation, 15, 203–217. https://doi.org/10.46661/ijeri.5120
   Google Scholar
• Bakker, A. B., Schaufeli, W. B., Leiter, M. P., & Taris, T. W. (2008). Work engagement: An emerging concept in occupational health psychology. Work & Stress, 22(3), 187–200. https://doi.org/10.1080/02678370802393649
   Web of Science ®Google Scholar
• Balducci, C., Fraccaroli, F., & Schaufeli, W. B. (2010). Psychometric properties of the Italian version of the Utrecht Work Engagement Scale (UWES-9). European Journal of Psychological Assessment, 26(2), 143–149. https://doi.org/10.1027/1015-5759/a000020
   Web of Science ®Google Scholar
• Balducci, C., Romeo, L., Brondino, M., Lazzarini, G., Benedetti, F., Toderi, S., Fraccaroli, F., & Pasini, M. (2015). The validity of the short UK health and safety executive stress indicator tool for the assessment of the psychosocial work environment in Italy. European Journal of Psychological Assessment, 33(3), 149–157. https://doi.org/10.1027/1015-5759/a000280
   Google Scholar
• Barbaranelli, C., & D’Olimpio, F. (2011). Analisi dei dati con SPSS – Vol. 1 [Data analysis with SPSS]. LED Edizioni Universitarie.
   Google Scholar
• Barrera, M. (1986). Distinctions between social support concepts, measures, and models. American Journal of Community Psychology, 14(4), 413–445. https://doi.org/10.1007/BF00922627
   Web of Science ®Google Scholar
• Bentler, P. M. (1990). Comparative fit indexes in structural models. Psychological Bulletin, 107(2), 238–246. https://doi.org/10.1037/0033-2909.107.2.238
   PubMed Web of Science ®Google Scholar
• Berkovich, I. (2018). When the going gets tough: Schools in challenging circumstances and the effectiveness of principals’ leadership styles. Journal of Community & Applied Social Psychology, 28(5), 348–364. https://doi.org/10.1002/casp.2372
   Web of Science ®Google Scholar
• Burić, I., & Macuka, I. (2018). Self-efficacy, emotions and work engagement among teachers: A two wave cross-lagged analysis. Journal of Happiness Studies, 19(7), 1917–1933. http://doi.org/10.1007/s10902-017-9903-9
   Web of Science ®Google Scholar
• Busoni, L., & Di Fabio, A. (2008). Misurare il supporto sociale percepito: Proprietà psicometriche della Multidimensional Scale of Perceived Social Support (MSPSS) in un campione di studenti universitari [Measuring perceived social support: Psychometric properties of the Multidimensional Scale of Perceived Social Support (MSPSS) in a sample of university students]. Risorsa Uomo, 3, 1–12. https://www.torrossa.com/en/resources/an/2224047
   Google Scholar
• Cedrone, F., Greco, E., & De Sio, S. (2017). Benessere nei luoghi di lavoro: Valutazione della percezione attraverso la somministrazione del questionario WHO-5 well-being index [Well-being in organizational settings: Evaluation of perception through the administration of the WHO-5 well-being index. Salute e Società, 3, 136–147. http://doi.org/10.3280/SES2017-SU3009
   Google Scholar
• Cenkseven-Onder, F., & Sari, M. (2009). The quality of school life and burnout as predictors of subjective well-being among teachers. Educational Sciences: Theory and Practice, 9(3), 1223–1235. http://files.eric.ed.gov/fulltext/EJ858924.pdf
   Google Scholar
• Chan, M. K., Sharkey, J. D., Lawrie, S. I., Arch, D. A., & Nylund-Gibson, K. (2021). Elementary school teacher well-being and supportive measures amid COVID-19: An exploratory study. School Psychology, 36(6), 533–545. https://doi.org/10.1037/spq0000441
   Web of Science ®Google Scholar
• Chen, F. F., Jing, Y., Hayes, A., & Lee, J. M. (2013). Two concepts or two approaches? A bifactor analysis of psychological and subjective well-being. Journal of Happiness Studies, 14(3), 1033–1068. https://doi.org/10.1007/s10902-012-9367-x
   Web of Science ®Google Scholar
• Collie, R. J. (2021). COVID-19 and teachers’ somatic burden, stress, and emotional exhaustion: Examining the role of principal leadership and workplace buoyancy. AERA Open, 7(1), 1–15. https://doi.org/10.1177/2332858420986187
   Google Scholar
• Diener, E. (2009). Subjective well-being. In E. Diener (Ed.), The science of well-being: The collected works of ed diener (pp. 11–58). Springer Science + Business Media. https://doi.org/10.1007/978-90-481-2350-6_2
   Google Scholar
• Diener, E., Emmons, R. A., Larsen, R. J., & Griffin, S. 1985. The satisfaction with life scale. Journal of Personality Assessment 49(1): 71–75. https://emmons.faculty.ucdavis.edu/wp-content/uploads/sites/90/2015/08/1985_5-SWLS.pdf
   PubMed Web of Science ®Google Scholar
• Di Fabio, A., & Ghizzani, F. (2007). La soddisfazione di vita in un campione di apprendisti maggiorenni: Alcuni correlati e predittori [Life satisfaction in a young adult trainees’ sample: Correlates and predictors]. Giornale Italiano Di Psicologia Dell’Orientamento, 8(1), 3–11. https://psycnet.apa.org/record/2007-11267-001
   Google Scholar
• Edwards, J. A., & Webster, S. (2012). Psychosocial risk assessment: Measurement invariance of the UK health and safety executive’s management standards indicator tool across public and private sector organisations. Work & Stress, 26(2), 130–142. https://doi.org/10.1080/02678373.2012.688554
   Web of Science ®Google Scholar
• Fiorilli, C., Schneider, B., Buonomo, I., & Romano, L. (2019). Family and nonfamily support in relation to burnout and work engagement among Italian teachers. Psychology in the Schools, 56(5), 781–791. https://doi.org/10.1002/pits.22235
   Web of Science ®Google Scholar
• Grey, I., Arora, T., Thomas, J., Saneh, A., Tohme, P., & Abi-Habib, R. 2020. The role of perceived social support on depression and sleep during the COVID-19 pandemic. Psychiatry Research, 293 Article 113452. 113452. https://doi.org/10.1016/j.psychres.2020.113452
   PubMed Web of Science ®Google Scholar
• Gu, Q. (2014). The role of relational resilience in teachers’ career-long commitment and effectiveness. Teachers and Teaching: Theory and Practice, 20(5), 502–529. https://doi.org/10.1080/13540602.2014.937961
   Web of Science ®Google Scholar
• Hilger, K. J., Scheibe, S., Frenzel, A. C., & Keller, M. M. (2021). Exceptional circumstances: Changes in teachers’ work characteristics and well-being during COVID-19 lockdown. School Psychology, 36(6), 516–532. https://doi.org/10.1037/spq0000457
   Google Scholar
• Kim, L. E., & Asbury, K. (2020). ‘Like a rug had been pulled from under you’: The impact of COVID‐19 on teachers in England during the first six weeks of the UK lockdown. British Journal of Educational Psychology, 90(4), 1062–1083. https://doi.org/10.1111/bjep.12381
   PubMed Web of Science ®Google Scholar
• Knight, C., Patterson, M., & Dawson, J. (2017). Building work engagement: A systematic review and meta-analysis investigating the effectiveness of work engagement interventions. Journal of Organizational Behavior, 38(6), 792–812. https://doi.org/10.1002/job.2167
   PubMed Web of Science ®Google Scholar
• Knight, C., Patterson, M., & Dawson, J. (2019). Work engagement interventions can be effective: A systematic review. European Journal of Work and Organizational Psychology, 28(3), 348–372. https://doi.org/10.1080/1359432X.2019.1588887
   Web of Science ®Google Scholar
• Kulikowski, K. (2017). Do we all agree on how to measure work engagement? Factorial validity of Utrecht Work Engagement Scale as a standard measurement tool - A literature review. International Journal of Occupational Medicine and Environmental Health, 30(2), 161–175. https://doi.org/10.13075/ijomeh.1896.00947
   PubMed Web of Science ®Google Scholar
• Kulikowski, K. (2019). One, two or three dimensions of work engagement? Testing the factorial validity of the Utrecht Work Engagement Scale on a sample of Polish employees. International Journal of Occupational Safety and Ergonomics, 25(2), 241–249. https://doi.org/10.1080/10803548.2017.1371958
   PubMed Web of Science ®Google Scholar
• Lent, R. W., Nota, L., Soresi, S., Ginevra, M. C., Duffy, R. D., & Brown, S. D. (2011). Predicting the job and life satisfaction of Italian teachers: Test of a social cognitive model. Journal of Vocational Behavior, 79(1), 91–97. https://doi.org/10.1016/j.jvb.2010.12.006
   Web of Science ®Google Scholar
• Li, F., Luo, S., Mu, W., Li, Y., Ye, L., Zheng, X., Xu, B., Ding, Y., Ling, P., Zhou, M., & Chen, X. (2021). Effects of sources of social support and resilience on the mental health of different age groups during the COVID-19 pandemic. BMC Psychiatry, 21(1), Article 16. http://doi.org/10.1186/s12888-020-03012-1
   Web of Science ®Google Scholar
• Lipscomb, S. T., Chandler, K. D., Abshire, C., Jaramillo, J., & Kothari, B. (2021). Early childhood teachers’ self-efficacy and professional support predict work engagement. Early Childhood Education Journal, 50(4), 675–685. https://doi.org/10.1007/s10643-021-01182-5
   PubMed Web of Science ®Google Scholar
• Lo Presti, A., D’Aloisio, F., & Pluviano, S. (2016). With a little help from my family: A mixed‐method study on the outcomes of family support and workload. Europe’s Journal of Psychology, 12(4), 584–603. https://doi.org/10.5964/ejop.v12i4.1159
   PubMedGoogle Scholar
• Maddux, J. E. (2018). Subjective well-being and life satisfaction: An introduction to conceptions, theories, and measures. In J. E. Maddux (Ed.), Subjective well-being and life satisfaction (pp. 3–31). Routledge Taylor & Francis Group.
   Google Scholar
• Mahan, P. L., Mahan, M. P., Park, N. J., Shelton, C., Brown, K. C., & Weaver, M. T. (2010). Work environment stressors, social support, anxiety, and depression among secondary school teachers. Workplace Health & Safety, 58(5), 197–205. https://doi.org/10.1177/216507991005800504
   Google Scholar
• Matteucci, Maria Cristina , Guglielmi, Dina , Lauermann, Fani Author. 2017 (Springer)doi:https://doi.org/10.1007/s11218-017-9369-y Teachers’ Sense of Responsibility for Educational Outcomes and Its Associations with Teachers’ Instructional Approaches and Professional Wellbeing. Social Psychology of Education 275–298 20
   Google Scholar
• Matteucci, Maria Cristina , Helker, Kerstin Author. 2018 (Elsevier)doi:https://doi.org/10.1016/j.lindif.2017.12.009 Learning and Individual Differences 239–249 61 Who is responsible for educational outcomes? Responsibility ascriptions for educational outcomes in a sample of Italian teachers, parents, and students.
   Google Scholar
• McDowell, I. (2010). Measures of self-perceived well-being. Journal of Psychosomatic Research, 69(1), 69–79. https://doi.org/10.1016/j.jpsychores.2009.07.002
   PubMed Web of Science ®Google Scholar
• Mérida-López, S., Sánchez-Gómez, M., & Extremera, N. (2020). Leaving the teaching profession: Examining the role of social support, engagement and emotional intelligence in teachers’ intentions to quit. Psychosocial Intervention, 29(3), 141–151. https://doi.org/10.5093/pi2020a10
   Web of Science ®Google Scholar
• Muthén, L. K., & Muthén, B. O. (2007). Mplus user’s guide (6th) ed.). Muthén & Muthén.
   Google Scholar
• Pepe, A., Addimando, L., Dagdukee, J., & Veronese, G. 2019. Psychological distress, job satisfaction, and work engagement among Palestinian teachers: A cross-sectional study. The Lancet, 393 Article S40. S40. https://doi.org/10.1016/S0140-6736(19)30626-9
   PubMedGoogle Scholar
• Presidency of the Council of Ministers. (2020, March 4). Decreto del Presidente del Consiglio dei Ministri del 04 marzo 2020 (Nota Prot. n. GU S.G. n.55) [Decree of the President of the Council of Ministers of March 4th, 2020]. https://www.governo.it/sites/new.governo.it/files/DPCM4MARZO2020.pdf
   Google Scholar
• Pressley, T., Ha, C., & Learn, E. (2021). Teacher stress and anxiety during COVID-19: An empirical study. School Psychology, 36(5), 367–376. https://doi.org/10.1037/spq0000468
   Google Scholar
• Rigdon, E. E. (1996). CFI versus RMSEA: A comparison of two fit indexes for structural equation modeling. Structural Equation Modeling: A Multidisciplinary Journal, 3(4), 369–379. https://doi.org/10.1080/10705519609540052
   Web of Science ®Google Scholar
• Satorra, A., & Bentler, P. M. (2010). Ensuring positiveness of the scaled difference chi-square test statistic. Psychometrika, 75(2), 243–257. https://doi.org/10.1007/s11336-009-9135-y
   PubMed Web of Science ®Google Scholar
• Schaufeli, W. B. (2017). Applying the job demands-resources model: A ‘how to’ guide to measuring and tackling work engagement and burnout. Organizational Dynamics, 46(2), 120–132. https://doi.org/10.1016/j.orgdyn.2017.04.008
   Web of Science ®Google Scholar
• Schaufeli, W. B., Bakker, A. B., & Salanova, M. (2006). The measurement of work engagement with a short questionnaire: A cross-national study. Educational and Psychological Measurement, 66(4), 701–716. https://doi.org/10.1177/0013164405282471
   Web of Science ®Google Scholar
• Schaufeli, W. B., Salanova, M., González-Romá, V., & Bakker, A. B. (2002). The measurement of engagement and burnout: A two sample confirmatory factor analytic approach. Journal of Happiness Studies, 3(1), 71–92. https://doi.org/10.1023/A:1015630930326
   Google Scholar
• Simbula, S., & Guglielmi, D. (2013). I am engaged, I feel good, and I go the extra-mile: Reciprocal relationships between work engagement and consequences. Journal of Work and Organizational Psychology, 29(3), 117–125. https://doi.org/10.5093/tr2013a17
   Google Scholar
• Simbula, S., Guglielmi, D., & Schaufeli, W. B. (2011). A three-wave study of job resources, self-efficacy, and work engagement among Italian schoolteachers. European Journal of Work and Organizational Psychology, 20(3), 285–304. https://doi.org/10.1080/13594320903513916
   Web of Science ®Google Scholar
• Simbula, S., Guguelmi, D., Schaufeli, W. B., & Depolo, M. (2013). An Italian validation of the Utrecht Work Engagement Scale: Characterisation of engaged groups in a sample of school teachers. Bollettino Di Psicologia Applicata, 268, 43–54. http://hdl.handle.net/10281/50052
   Google Scholar
• Soncini, Annalisa , Politi, Emanuele , Matteucci, Maria Cristina Author. 2021 (APA)2021 doi:https://doi.org/10.1037/spq0000469 Teachers navigating distance learning during COVID-19 without feeling emotionally exhausted: The protective role of self-efficacy. School Psychology 494–503 36(6)
   Google Scholar
• Talidong, K. J. B., & Toquero, C. M. D. (2020). Philippine teachers’ practices to deal with anxiety amid COVID-19. Journal of Loss and Trauma, 25(6–7), 573–579. https://doi.org/10.1080/15325024.2020.1759225
   Web of Science ®Google Scholar
• Taylor, S. E. (2011). Social support: A review. In H. S. Friedman (Ed.), The Oxford handbook of health psychology (pp. 189–214). Oxford University Press.
   Google Scholar
• Topp, C. W., Østergaard, S. D., Søndergaard, S., & Bech, P. (2015). The WHO-5 Well-Being Index: A Systematic Review of the Literature. Psychotherapy and Psychosomatics, 84(3), 167–176. https://doi.org/10.1159/000376585
   PubMed Web of Science ®Google Scholar
• The International Task Force on Teachers for Education 2030. (2020). Supporting teachers in back-to-school efforts - Guidance for policy-makers. UNESCO. https://teachertaskforce.org/knowledge-hub/supporting-teachers-back-school-efforts-guidance-policy-makers
   Google Scholar
• WHO Regional Office for Europe. (1998). Wellbeing measures in primary health care/The depcare project. World Health Organization.
   Google Scholar
• Wills, T. A. (1991). Social support and interpersonal relationships. In M. S. Clark (Ed.), Prosocial behavior (pp. 265–289). Sage Publications, Inc.
   Google Scholar
• Wood, B. J., & Hampton, E. (2020). An initial investigation of school principal perspectives on school psychologists as systems-level consultants. Contemporary School Psychology, 26(2), 173–181. https://doi.org/10.1007/s40688-020-00303-y
   Google Scholar
• Zimet, G. D., Dahlem, N. W., Zimet, S. G., & Farley, G. K. (1988). The multidimensional scale of perceived social support. Journal of Personality Assessment, 52(1), 30–41. https://doi.org/10.1207/s15327752jpa5201_2
   Web of Science ®Google Scholar