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Teacher Teleworking during the COVID-19 Pandemic: Association between Work Hours, Work–Family Balance and Quality of Life

Author

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  • Pablo A. Lizana

    (Laboratory of Morphological Sciences, Instituto de Biología, Pontificia Universidad Católica de Valparaíso, Valparaíso 2373223, Chile)

  • Gustavo Vega-Fernadez

    (Laboratory of Morphological Sciences, Instituto de Biología, Pontificia Universidad Católica de Valparaíso, Valparaíso 2373223, Chile)

Abstract

Background: Teachers worldwide had to reinvent their work routine according to teleworking during the COVID-19 pandemic, a work format that negatively impacts individuals’ physical and mental health. This study evaluates the association between work hours, work–family balance and quality of life (QoL) among teachers during the Chilean health emergency of the COVID-19 pandemic. Teachers from across Chile were contacted via email and social media to answer an online survey. QoL was evaluated via the SF-36 questionnaire, work hours and work–family balance in the pandemic. A total of 336 teachers from across Chile participated in this study. Teachers had a low QoL score, associated with age ( p < 0.05). Teachers who were ≤44 showed lower deterioration risks in the Physical Component Summary (OR: 0.54) than the ≥45-year-old age group; simultaneously, the younger group (≤44 years) had a greater risk (OR: 2.46) of deterioration in the Mental Component Summary than teachers over 45 years. A total of 78.7% of teachers reported having increased their work hours during the COVID-19 pandemic due to teleworking and 86% indicated negative effects on their work–family balance. Pandemic work hours and negative work–family balance increase the risk of reducing the Mental Component Summary (OR: 1.902; OR: 3.996, respectively). Teachers presented low median QoL scores, especially in the Mental Component Summary, suggesting that it would be beneficial to promote a better workload distribution for teachers in emergency contexts, considering the adverse effects of teleworking.

Suggested Citation

  • Pablo A. Lizana & Gustavo Vega-Fernadez, 2021. "Teacher Teleworking during the COVID-19 Pandemic: Association between Work Hours, Work–Family Balance and Quality of Life," IJERPH, MDPI, vol. 18(14), pages 1-11, July.
    • Handle: RePEc:gam:jijerp:v:18:y:2021:i:14:p:7566-:d:595338
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    References listed on IDEAS

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    3. Carla Estrada-Muñoz & Alejandro Vega-Muñoz & Dante Castillo & Sheyla Müller-Pérez & Joan Boada-Grau, 2021. "Technostress of Chilean Teachers in the Context of the COVID-19 Pandemic and Teleworking," IJERPH, MDPI, vol. 18(10), pages 1-14, May.
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    5. Pablo A. Lizana & Gustavo Vega-Fernadez & Alejandro Gomez-Bruton & Bárbara Leyton & Lydia Lera, 2021. "Impact of the COVID-19 Pandemic on Teacher Quality of Life: A Longitudinal Study from before and during the Health Crisis," IJERPH, MDPI, vol. 18(7), pages 1-11, April.
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    Citations

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    Cited by:

    1. Roberto Carlos Dávila Morán & Eucaris del Carmen Agüero Corzo & Juan Manuel Sánchez Soto & Henri Emmanuel López Gómez, 2022. "Impact of Teleworking on the Health and Well-Being of Peruvian Workers in Times of Pandemic," Sustainability, MDPI, vol. 14(23), pages 1-19, November.
    2. Nahia Idoiaga Mondragon & Idoia Legorburu Fernandez & Naiara Ozamiz-Etxebarria & Beatriz Villagrasa & Javier Santabárbara, 2023. "PTSD (Posttraumatic Stress Disorder) in Teachers: A Mini Meta-Analysis during COVID-19," IJERPH, MDPI, vol. 20(3), pages 1-11, January.
    3. Conțiu Tiberiu Șoitu & Silviu-Petru Grecu & Romeo Asiminei, 2022. "Health Security, Quality of Life and Democracy during the COVID-19 Pandemic: Comparative Approach in the EU-27 Countries," IJERPH, MDPI, vol. 19(21), pages 1-26, November.
    4. Diego Vergara-Rodríguez & Álvaro Antón-Sancho & Pablo Fernández-Arias, 2022. "Variables Influencing Professors’ Adaptation to Digital Learning Environments during the COVID-19 Pandemic," IJERPH, MDPI, vol. 19(6), pages 1-20, March.
    5. Pablo A. Lizana & Lydia Lera, 2022. "Depression, Anxiety, and Stress among Teachers during the Second COVID-19 Wave," IJERPH, MDPI, vol. 19(10), pages 1-12, May.
    6. Sandra Figueiredo & Raquel João & Laura Alho & João Hipólito, 2022. "Psychological Research on Sleep Problems and Adjustment of Working Hours during Teleworking in the COVID-19 Pandemic: An Exploratory Study," IJERPH, MDPI, vol. 19(21), pages 1-14, November.
    7. Kapo Wong & Siushing Man & Alan H. S. Chan, 2022. "Subjective Wellbeing and Work Performance among Teachers in Hong Kong during the COVID-19 Pandemic: Does Autonomy Support Moderate Their Relationship?," Sustainability, MDPI, vol. 14(19), pages 1-14, September.
    8. Elżbieta Kasprzak & Karolina Mudło-Głagolska, 2022. "Teachers’ Well-Being Forced to Work from Home Due to COVID-19 Pandemic: Work Passion as a Mediator," IJERPH, MDPI, vol. 19(22), pages 1-15, November.
    9. Sergio Edú-Valsania & Ana Laguía & Juan A. Moriano, 2022. "Burnout: A Review of Theory and Measurement," IJERPH, MDPI, vol. 19(3), pages 1-27, February.
    10. Naiara Ozamiz-Etxebarria & Idoia Legorburu Fernnadez & Darren M. Lipnicki & Nahia Idoiaga Mondragon & Javier Santabárbara, 2023. "Prevalence of Burnout among Teachers during the COVID-19 Pandemic: A Meta-Analysis," IJERPH, MDPI, vol. 20(6), pages 1-13, March.
    11. Alexis Portilla & María Fernanda Meza & Pablo A. Lizana, 2022. "Association between Emotional Exhaustion and Tobacco Consumption in Teachers," IJERPH, MDPI, vol. 19(5), pages 1-12, February.

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