Hostname: page-component-76fb5796d-x4r87 Total loading time: 0 Render date: 2024-04-25T07:12:54.631Z Has data issue: false hasContentIssue false
  • English
  • Français

Impact of institutional support on educators' subjective well-being during the transition to virtual work due to COVID-19 lockdown

Published online by Cambridge University Press:  02 November 2021

Vilmantė Kumpikaitė-Valiūnienė Open the ORCID record for Vilmantė Kumpikaitė-Valiūnienė [Opens in a new window] ,
Jurga Duobienė Open the ORCID record for Jurga Duobienė [Opens in a new window] ,
Vilmantė Liubinienė Open the ORCID record for Vilmantė Liubinienė [Opens in a new window] ,
Judita Kasperiūnienė Open the ORCID record for Judita Kasperiūnienė [Opens in a new window]  and
Ilona Tandzegolskienė Open the ORCID record for Ilona Tandzegolskienė [Opens in a new window]
Vilmantė Kumpikaitė-Valiūnienė*
Affiliation:
School of Economics and Business, Kaunas University of Technology, Gedimino 50-211, Kaunas, 44249, Lithuania
Jurga Duobienė
Affiliation:
School of Economics and Business, Kaunas University of Technology, Gedimino 50-211, Kaunas, 44249, Lithuania
Vilmantė Liubinienė
Affiliation:
Faculty of Social Sciences, Arts and Humanities, Kaunas University of Technology, K. Donelaičio, 73, 44249 Kaunas, Lithuania
Judita Kasperiūnienė
Affiliation:
Faculty of Informatics, Vytautas Magnus University, Vileikos g. 8, LT-4440, Kaunas, Lithuania
Ilona Tandzegolskienė
Affiliation:
Educational Research Institute, Vytautas Magnus University, Jonavos g. 66–309, Kaunas, Lithuania
*
Author for correspondence: Vilmantė Kumpikaitė-Valiūnienė, E-mail: vilmante.kumpikaite@ktu.lt
Get access Rights & Permissions [Opens in a new window]

Abstract

The coronavirus disease-2019 pandemic changed regular life and work around the world. Educational institutions moved to a virtual environment, in many cases without any experience and preparation. This paper explores the impact of institutional support on educators' subjective well-being during the pandemic lockdown. A quantitative study was conducted in Lithuania with 1,851 educators in April 2020. Institutional support was found to have a positive impact on work–life balance and well-being, as well as reducing work-related, client-related and personal burnout. This study begins a dialog on institutional support and its impact on employee well-being in unexpected work and life conditions.

Keywords

COVID-19educatorsinstitutional supportsubjective well-beingvirtual work
Type
Research Article
Information
Journal of Management & Organization , Volume 27 , Special Issue 6: Physical and virtual work environments during COVID-19 , November 2021 , pp. 1150 - 1168
Copyright
Copyright © Cambridge University Press and Australian and New Zealand Academy of Management 2021

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Allen, R., Jerrim, J., & Simms, S. (2020). How did the early stages of the COVID-19 pandemic affect teacher wellbeing? Centre for Education Policy and Equalising Opportunities (CEPEO), Working Paper, 20–15.Google Scholar
Amazue, L. O., & Onyishi, I. E. (2016). Stress coping strategies, perceived organizational support and marital status as predictors of work–life balance among Nigerian bank employees. Social Indicators Research, 128(1), 147–159.Google Scholar
Anwer, M. (2020). Academic labor and the global pandemic: Revisiting life-work balance under COVID-19. Susan Bulkeley Butler Center for Leadership Excellence and Advance Working Paper Series, 3(1), 5–13.Google Scholar
Bakker, A. B., & Demerouti, E. (2017). Job demands–resources theory: Taking stock and looking forward. Journal of Occupational Health Psychology, 22(3), 273.Google Scholar
Bakker, A. B., & Demerouti, E. (2018). Multiple levels in job demands-resources theory: Implications for employee well-being and performance. In Diener, E., Oishi, S., & Tay, L. (Eds.), Handbook of wellbeing (pp. 1–13). Salt Lake City, UT: DEF Publishers.Google Scholar
Burke, R. J., & Mikkelsen, A. (2006). Burnout among Norwegian police officers: Potential antecedents and consequences. International Journal of Stress Management, 13(1), 64.Google Scholar
Castelli, F. R., & Sarvary, M. A. (2021). Why students do not turn on their video cameras during online classes and an equitable and inclusive plan to encourage them to do so. Ecology and Evolution, 11(8), 3565–3576.Google Scholar
Clarke, M. A., & Hill, S. R. (2012). Promoting employee wellbeing and quality service outcomes: The role of HRM practices. Journal of Management and Organization, 18(5), 702.Google Scholar
Cotterell, N., Eisenberger, R., & Speicher, H. (1992). Inhibiting effects of reciprocation wariness on interpersonal relationships. Journal of Personality and Social Psychology, 62(4), 658.Google Scholar
Cotton, P., & Hart, P. M. (2003). Occupational wellbeing and performance: A review of organisational health research. Australian Psychologist, 38(2), 118–127.Google Scholar
Daniels, L., & McCarraher, L. (2000). The work–life manual. London: Industrial Society.Google Scholar
Data.europe.eu (2020). Education during COVID-19; moving towards e-learning. Retrieved from https://data.europa.eu/en/impact-studies/covid-19/education-during-covid-19-moving-towards-e-learning.Google Scholar
Daumiller, M., Rinas, R., Hein, J., Janke, S., Dickhäuser, O., & Dresel, M. (2021). Shifting from face-to-face to online teaching during COVID-19: The role of university faculty achievement goals for attitudes towards this sudden change, and their relevance for burnout/engagement and student evaluations of teaching quality. Computers in Human Behavior, 118, 106677. https://doi.org/10.1016/j.chb.2020.106677.Google Scholar
Delamarter, J., & Ewart, M. (2020). Responding to student teachers’ fears: How we're adjusting during the COVID-19 shutdowns. Northwest Journal of Teacher Education, 15(1), 3.Google Scholar
Dodge, R., Daly, A. P., Huyton, J., & Sanders, L. D. (2012). The challenge of defining wellbeing. International Journal of Wellbeing, 2(3), 222–235. doi: 10.5502/ijw.v2i3.4.Google Scholar
Eadie, P., Levickis, P., Murray, L., Page, J., Elek, C., & Church, A. (2021). Early childhood educators’ wellbeing during the COVID-19 pandemic. Early Childhood Education Journal, 49, 903–913.Google Scholar
Eisenberger, R., Cotterell, N., & Marvel, J. (1987). Reciprocation ideology. Journal of Personality and Social Psychology, 53(4), 743.Google Scholar
Eisenberger, R., & Stinglhamber, F. (2011). Perceived organizational support: Fostering enthusiastic and productive employees. Washington, DC: American Psychological Association. https://doi.org/10.1037/12318-000.Google Scholar
Fabbro, A., Fabbro, F., Capurso, V., D'Antoni, F., & Crescentini, C. (2020). Effects of mindfulness training on school teachers’ self-reported personality traits as well as stress and burnout levels. Perceptual and Motor Skills, 127(3), 515–532.Google Scholar
Fisher, G. (2001). Work/personal life balance: A construct development study. Doctoral Dissertation, Bowling Green State University Bowling Green, Ohio, USA.Google Scholar
Folkman, S., Lazarus, R. S., Dunkel-Schetter, C., DeLongis, A., & Gruen, R. J. (1986). Dynamics of a stressful encounter: Cognitive appraisal, coping, and encounter outcomes. Journal of Personality and Social Psychology, 50(5), 992.Google Scholar
Geving, A. M. (2007). Identifying the types of student and teacher behaviours associated with teacher stress. Teaching and Teacher Education, 23, 624–640. http://dx.doi.org/10.1016/j.tate.2007.02.006.Google Scholar
Greenhaus, J. H., Collins, K. M., & Shaw, J. D. (2003). The relation between work–family balance and quality of life. Journal of Vocational Behavior, 63(3), 510–531.Google Scholar
Gröpel, P., & Kuhl, J. (2009). Work–life balance and subjective well-being: The mediating role of need fulfilment. British Journal of Psychology, 100(2), 365–375.Google Scholar
Guest, D. E. (2017). Human resource management and employee well-being: Towards a new analytic framework. Human Resource Management Journal, 27(1), 22–38.Google Scholar
Guy, B., & Arthur, B. (2020). Academic motherhood during COVID-19: Navigating our dual roles as educators and mothers. Gender, Work & Organization, 27(5), 887–899.Google Scholar
Herman, K. C., Prewett, S. L., Eddy, C. L., Savala, A., & Reinke, W. M. (2020). Profiles of middle school teacher stress and coping: Concurrent and prospective correlates. Journal of School Psychology, 78, 54–68.Google Scholar
International Labour Organization (ILO) (2020). Retrieved from http://ilo.org/safework/areasofwork/workplace-health-promotion-and-well-being/WCMS_118396/lang--en/index.htm.Google Scholar
Kerres, M. (2020). Against all odds: Education in Germany coping with COVID-19. Postdigital Science and Education, 2(3), 690–694.Google Scholar
Keyes, C. L. M. (1998). Social well-being. Social Psychology Quarterly, 61(2), 121–140. https://doi.org/10.2307/2787065.Google Scholar
Keyes, C. L. M., & Magyar-Moe, J. L. (2003). The measurement and utility of adult subjective well-being. In Lopez, S. J. & Snyder, C. R. (Eds.), Positive psychological assessment: A handbook of models and measures (pp. 411–425). Washington, DC: American Psychological Association. https://10.1037/10612-026.Google Scholar
Kraft, M. A., Simon, N. S., & Lyon, M. A. (2020). Sustaining a Sense of Success: The Importance of Teacher Working Conditions During the COVID-19 Pandemic (EdWorkingPaper: 20–279). Retrieved from Annenberg Institute at Brown University: https://doi.org/10.26300/35nj-v890, https://www.edworkingpapers.com/sites/default/files/ai20-279.pdf.Google Scholar
Kristensen, T. S., Borritz, M., Villadsen, E., & Christensen, K. B. (2005). The Copenhagen burnout inventory: A new tool for the assessment of burnout. Work & Stress, 19(3), 192–207.Google Scholar
Kyriacou, C. (2001). Teacher stress: Directions for future research. Educational Review, 53(1), 27–35.Google Scholar
Lethin, C., Kenkmann, A., Chiatti, C., Christensen, J., Backhouse, T., Killett, A., & …Malmgren Fänge, A. (2021). Organizational support experiences of care home and home care staff in Sweden, Italy, Germany and the United Kingdom during the COVID-19 pandemic. Healthcare, 9(6), 767.Google Scholar
Levesque, M., Blais, M., & Hess, U. (2004). Motivationa dynamic of burnout and well-being among African teachers. Canadian Journal of Behavioral Science, 36(3), 190–201.Google Scholar
Macintery, P. D., Gregersen, T., & Mercer, S. (2020). Language teachers’ coping strategies during the COVID-19 conversion to online teaching: Correlations with stress, wellbeing and negative emotions. System, 94, 1–13. https://doi.org/10.1016/j.system.2020.102352.Google Scholar
Marks, S. R., & MacDermid, S. M. (1996). Multiple roles and the self: A theory of role balance, Journal of Marriage and the Family, 58, 417–432.Google Scholar
McCarthy, A., Darcy, C., & Grady, G. (2010). Work–life balance policy and practice: Understanding line manager attitudes and behaviors. Human Resource Management Review, 20(2), 158–167.Google Scholar
McGill, T., Koppi, T., & Armarego, J. (2014). ICT Industry involvement with ICT education and research in universities: Industry perceptions. Innovation in teaching and learning in information and computer sciences, (pp. 1–18). Hagan: The Higher Education Academy.Google Scholar
Milfont, T. L., Denny, S., Ameratunga, S., Robinson, E., & Merry, S. (2008). Burnout and wellbeing: Testing the Copenhagen burnout inventory in New Zealand teachers. Social Indicators Research, 89(1), 169–177.Google Scholar
Montgomery, C., & Rupp, A. A. (2005). A meta-analysis for exploring the diverse causes and effects of stress in teachers. Canadian Journal of Education/Revue canadienne de l’éducation, 28(3), 458–486.Google Scholar
Morgantini, L. A., Naha, U., Wang, H., Francavilla, S., Acar, Ö., Flores, J. M., & …Weine, S. M. (2020). Factors contributing to healthcare professional burnout during the COVID-19 pandemic: A rapid turnaround global survey. PLoS One, 15(9), e0238217.Google Scholar
Muldong, V. M., Garcia, A. E. Jr, & Gozum, I. E. A. (2021). Providing psychosocial support for work-from-home educators during the COVID-19 pandemic. Journal of Public Health, 43(2), e334–e335.Google Scholar
Niemi, H. M., & Kousa, P. (2020). A case study of students’ and teachers’ perceptions in a Finnish high school during the COVID pandemic. International Journal of Technology in Education and Science (IJTES), 4(4), 354–368.Google Scholar
Palumbo, R., Mana, R., & Cavallone, M. (2020). Beware of side effects on quality! Investigating the implications of home working on work–life balance in educational services. The TQM Journal, 33(4), 915–929. https://doi.org/10.1108/TQM-05-2020-0120.Google Scholar
Panaccio, A., & Vandenberghe, C. (2009). Perceived organizational support, organizational commitment and psychological well-being: A longitudinal study. Journal of Vocational Behavior, 75(2), 224–236.Google Scholar
Pressley, T. (2021). Factors contributing to teacher burnout during COVID-19. Educational Researcher, 55(5), 325–327. https://doi.org/10.3102/0013189X211004138.Google Scholar
Purwanto, A., Asbari, M., Fahlevi, M., Mufid, A., Agistiawati, E., Cahyono, Y., & Suryani, P. (2020). Impact of work from home (WFH) on Indonesian teachers performance during the COVID-19 pandemic: An exploratory study. International Journal of Advanced Science and Technology, 29(5), 6235–6244.Google Scholar
Reich, J., Buttimer, C. J., Coleman, D., Colwell, R., Faruqi, F., & Larke, L. R. (2020). What's lost, what's left, what's next: Lessons learned from the lived experiences of teachers during the pandemic. Retrieved from https://doi.org/10.35542/osf.io/8exp9. Accessed 20 December 2020.CrossRefGoogle Scholar
Rhoades, L., & Eisenberger, R. (2002). Perceived organizational support: A review of the literature. Journal of Applied Psychology, 87(4), 698.Google Scholar
Rice, K. (2006). A comprehensive look at distance education in the K-12 context. Journal of Research and Technology in Education, 38(4), 425–448. https://doi.org/10.1080/15391523.2006.10782468.Google Scholar
Robosa, J., Paras, N., Perante, L., Alvez, T., & Tus, J. (2021). The experiences and challenges faced of the public school teachers amidst the COVID-19 pandemic: A phenomenological study in the Philippines. International Journal of Advance Research and Innovative Ideas in Education, 7(1), 10–6084.Google Scholar
Russell, J. E. (2008). Promoting subjective well-being at work. Journal of Career Assessment, 16(1), 117–131.Google Scholar
Salo, K. (1995). Teacher-stress processes: How can they be explained? Journal of Curriculum Studies, 39(3), 205–222.Google Scholar
San-Martín, S., Jiménez, N., Rodríguez-Torrico, P., & Piñeiro-Ibarra, I. (2020). The determinants of teachers’ continuance commitment to e-learning in higher education. Education and Information Technologies, 25, 3205–3225. https://doi.org/10.1007/s10639-020-10117-3.Google Scholar
Santavirta, N., Solovieva, S., & Theorell, T. Ö. (2007). The association between job strain and emotional exhaustion in a cohort of 1,028 Finnish teachers. British Journal of Educational Psychology, 77(1), 213–228.Google Scholar
Schaufeli, W. B., & Bakker, A. B. (2004). Job demands, job resources, and their relationship with burnout and engagement: A multi-sample study. Journal of Organizational Behavior, 25(3), 293–315. https://doi.org/10.1002/job.248.Google Scholar
Schaufeli, W. B., & Greenglass, E. R. (2001). Introduction to special issue on burnout and health. Psychology and Health, 16, 501–510.Google Scholar
Schleicher, A. (2020). Education disrupted – education built. Spotlight: Quality education for all during COVID-19 crisis. OECD/Hundred Research Report #011. Retrieved from https://hundredcdn.s3.amazonaws.com/uploads/report/file/15/hundred_spotlight_covid-19_digital.pdf.Google Scholar
Shuck, B., Reio, T. G. Jr., & Rocco, T. (2011). Employee engagement: An examination of antecedent and outcome variables. Human Resource Development International, 14, 427–445.Google Scholar
Sokal, L. J., Trudel, L. G. E., & Babb, J. C. (2020). Supporting teachers in times of change: The job demands-resources model and teacher burnout during the COVID-19 pandemic. International Journal of Contemporary Education, 3(2), 67–74. doi:10.11114/ijce.v3i2.4931Google Scholar
Sun, A., & Chen, X. (2016). Online education and its effective practice: A research review. Journal of Information Technology Education: Research, 15, 157–190.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.Google Scholar
Ungerson, C., & Yeandle, S. (2005). Care workers and work–life balance: The example of domiciliary careworkers. In: Hounston, D. M. (ed.), Work–Life balance in the 21st century (pp. 246–262). Hampshire: Palgrave, Macmillan.Google Scholar
Varadharajan, M. (2020). Teacher Wellbeing and COVID-19. CSI Response for Teachers and Schools. 1–4, Retrieved from https://www.csi.edu.au/media/uploads/csi_fact_sheet_teacherwellbeing.pdf.Google Scholar
World Economic Forum (2020). The COVID-19 pandemic has changed education forever. This is how. https://www.weforum.org/agenda/2020/04/coronavirus-education-global-covid19-online-digital-learning/.Google Scholar
Zhang, S. X., Sun, S., Jahanshahi, A. A., Alvarez-Risco, A., Ibarra, V. G., Li, J., & Patty-Tito, R. M. (2020). Developing and testing a measure of COVID-19 organizational support of healthcare workers–results from Peru, Ecuador, and Bolivia. Psychiatry Research, 291, 113174.Google Scholar
Zou, X., Liu, S., Li, J., Chen, W., Ye, J., Yang, Y., & …Ling, L. (2021). Factors associated with healthcare workers’ insomnia symptoms and fatigue in the fight against COVID-19, and the role of organizational support. Frontiers in Psychiatry, 12, 356.Google Scholar