AUTHOR=Stan Rosana 

TITLE=Personality Traits, Technology-Related Teaching Skills, and Coping Mechanisms as Antecedents of Teachers’ Job-Related Affective Well-Being and Burnout in Compulsory and Higher Education Online Teaching Settings

JOURNAL=Frontiers in Psychology

VOLUME=Volume 13 - 2022

YEAR=2022

URL=https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2022.792642

DOI=10.3389/fpsyg.2022.792642

ISSN=1664-1078

ABSTRACT=Teachers’ job-related well-being has been affected by the sudden shift to emergency remote online teaching due to the Covid-19 pandemic which has totally reshaped task performance. Therefore, this study attempts to enlighten the possible reasons for the deterioration in teachers’ job-related well-being and proposes an integrated application of three models of prediction for job-related affective well-being and burnout as teachers’ indicators for well-being in online teaching settings. The first model includes personality traits (extroversion, neuroticism, and conscientiousness) measured with the Revised Neuroticism, Extroversion, Openness Personality Inventory (NEO-PI-R). The second model is enhanced with another dimension - an indispensable skill for online teaching which is technological pedagogical content knowledge as technology-related teaching skill conceptualized by the TPACK framework. The TPACK model is a technology integration that identifies three types of knowledge instructors need to combine for successful EdTech integration - technological, pedagogical, and content knowledge (i.e., TPACK). The third model, a multidimensional one, includes coping mechanisms (e.g., problem focused coping, emotion focused coping, social support coping, and avoidant coping) as mediators in relationship between personality traits and technological pedagogical content knowledge on one side, and job-related well-being indicators on the other side. Findings from regression analyses used to test the first two models and from mediation analysis used to test the third model show that teachers’ technological pedagogical content knowledge explains a significant amount of variance in teachers’ job-related affective well-being. The analyses also demonstrate that avoidant coping particularly mediate the relation with burnout and job-related affective well-being during COVID-19 school closures. Results indicate the efficacy of the TRACK model in increasing teachers’ job-related well-being. The analysis of the data led me to recommend that teachers should improve their personal technology-related teaching skill and adopt coping strategies consistent with their personality traits. Moreover, public schools as organizations could advance educational technology programs to enhance technology-related teaching skills with the aim of increasing their employees’ well-being in online teaching settings.