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

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  • Kumpikaitė-Valiūnienė, Vilmantė
  • Duobienė, Jurga
  • Liubinienė, Vilmantė
  • Kasperiūnienė, Judita
  • Tandzegolskienė, Ilona

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.

Suggested Citation

  • Kumpikaitė-Valiūnienė, Vilmantė & Duobienė, Jurga & Liubinienė, Vilmantė & Kasperiūnienė, Judita & Tandzegolskienė, Ilona, 2021. "Impact of institutional support on educators' subjective well-being during the transition to virtual work due to COVID-19 lockdown," Journal of Management & Organization, Cambridge University Press, vol. 27(6), pages 1150-1168, November.
    • Handle: RePEc:cup:jomorg:v:27:y:2021:i:6:p:1150-1168_9
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