Evaluating Teachers’ Workplace Climate and Anxiety Response during the COVID-19 Pandemic: The Role of Information Seeking Platforms

Abstract

The COVID-19 disease affected the school workplace climate for teachers and led to psychological consequences. However, it is not clear how the workplace climate affected the anxiety levels of teachers. This study assessed the connection between workplace climate and COVID-19-related anxiety among senior high school (SHS) teachers during the COVID-19 pandemic. This study further examined the moderating role of professional and social media platform use on the relationship between workplace climate and COVID-19-related anxiety among teachers. Through a cross-sectional survey design, 395 high school teachers were conveniently sampled from various schools in the Central Region of Ghana. A questionnaire was used to survey participants, and the obtained data were analysed using descriptive statistics as well as simple linear regression and moderation analyses with Hayes’ PROCESS. This study revealed a negative association between workplace climate and anxiety. The relationship between workplace climate and anxiety was contingent on social media use but not professional platform use. Therefore, the consumption of unscrutinised COVID-19-related information on social media heightened fear and anxiety among teachers, even in the midst of a safe workplace environment. An effective strategy against teachers’ COVID-19-related anxiety required the provision of accurate science-driven information about the virus. School counselling psychologists, school welfare officers, and school health coordinators are encouraged to collaborate towards designed interventions that promote a safe working environment and the mental health of teachers.