封锁不同阶段教师工作动机与幸福感的关系

IF 0.4 Q4 SOCIAL WORK Social Welfare Interdisciplinary Approach Pub Date : 2021-12-03 DOI:10.15388/sw.2021.11.12

L. Karamushka, O. Kredentser, K. Tereshchenko, G. Lazos, A. Klochko

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引用次数: 2

摘要

基于实证研究，作者表明，第一波新冠肺炎封锁(2020年3月至6月)对教师的幸福感产生了一定的负面影响，特别是对身体健康和幸福感等方面的影响。研究发现，在新冠肺炎疫情封锁的不同阶段，教师工作动机类型与教师幸福感之间存在不同的关系。作者证实了在2019冠状病毒病大流行期间发展教师自主工作动机的必要性，特别是其识别和综合类型，以促进教师的福祉。

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Relationship between Teacher Work Motivation and Well-being at Different Stages of covid-19 Lockdown

Based on empirical research, the authors show that the first wave of the COVID-19 lockdown (March – June, 2020) had some negative impact on teacher well-being, in particular on such its component as physical health and well-being. It has been found that the types of teacher work motivation have different relationships with teacher well-being at different stages of the COVID-19 lockdown. The authors substantiate the necessity of developing teacher autonomous work motivation, in particular its identified and integrated types, to promote teacher well-being during the COVID-19 pandemic.

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Social Welfare Interdisciplinary Approach SOCIAL WORK-

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