ISSN: 2577-2953
Authors: Vaccaro M* and Lombardo G
The Covid-19 pandemic has led to changes in the habits of human beings with repercussions on psychological well-being from an emotional and affective point of view. So far, research in the literature has focused on the critical elements of distance learning from a connection point of view and software used. It is necessary to expand the research aimed at assessing the impact that the pandemic has had on the psychological well-being of teachers who have been asked not only to change their habits but at the same time the working context and teaching tools. The research was born as an observational study through structured interview, conducted on a sample of 38 randomly selected teachers, representative of the Calabria region. Each respondent was subjected to a questionnaire which explored the perceived psychological well-being and demographic descriptors, such as age, sex, marital status, city of residence, profession, city where they work, years of work, experience, duration of the working week, and the impact that the pandemic has had on their work. To assess the quality of life at work over the last 30 days, the Hundall Self Report proQOL – Professional Quality of Life Scale Questionnaire (2009) was used, consisting of 30 questions on a Likert scale (from 1â€never†to 5 “very oftenâ€), which can be traced back to 3 dimension: Compassion Fatigue, Burnout and Compassion Satisfaction. The results have shown that a sudden and radical change in one’s habitual behaviors, as well as the way and context of work, have led teachers to have a reduced perception of the quality of life in one’s work environment. The man by nature has enchored to his daily habits and asking him to change his routine behavior involves a decompensating in the perception of his quality of life as demonstrated by the study conducted.
Keywords: ProQOL; Quality of Life; Teachers; Covid-19; Pandemic
