Sociodemographic and work-related differences in teachers' attitude towards and perceived stress from emergency remote teaching during the COVID-19 pandemic.

The aim was to investigate the attitude towards and perceived stress from emergency remote teaching (ERT) among teachers during the COVID-19 pandemic. A Germany-wide online survey was conducted among teachers from all school types in March 2021. Data from 31,089 teachers entered analysis. ANOVAs or Welch's t-tests with post-hoc analyses were performed to determine sociodemographic and work-related group differences in teachers' attitude towards and perceived stress from ERT. The mean attitude towards ERT was 3.47 (± .84) out of 5 and the mean perceived stress was 5.03 (± .62) out of 6. Regarding the attitude towards ERT, we revealed significant differences for gender, age groups, number of children, occupational group, school management membership, and employment status (p < .05). Regarding perceived stress, significant differences were obtained for gender, age groups, and employment status (p < .05). A more positive attitude towards ERT seems to be associated with lower stress levels. Being female, a higher age, a higher number of children living in the own household as well as working full-time might hinder an effective implementation of remote teaching in school settings in Germany. Policy-makers and schools should think of strategies to improve the attitude towards and decrease perceived stress from remote teaching. This could include subgroup-specific training on the use of digital media, adapted to the work environment.

Predictors of job satisfaction among teachers in Germany during the SARS-CoV-2 pandemic: cross-sectional results of a nationwide online questionnaire.

Introduction: During the SARS-CoV-2 pandemic teaching was changed several times to distance learning. To consider the associated stresses and challenges for teachers a nationwide cross-sectional study was performed in March 2021 in which N = 31,089 teachers from Germany participated. Methods: A multiple linear regression model with stepwise inclusion of thematically sorted variables (sociodemographic, SARS-CoV-2- and work-related variables) was used to identify relevant predictors of job satisfaction. Results: The analysis revealed that work-related variables were significant predictors of job satisfaction. In the third regression model, when all variables are included the adjusted R2 was 0.364. Overall, the results showed that, e.g., work predictability (b = 0.097), influence at work (b = 0.118), and meaning of work (b = 0.212) increased job satisfaction. In contrast, increased emotional exhaustion (b = -0.016), feelings of unfair treatment (b = -0.048), and work family conflicts (b = -0.154) deteriorated job satisfaction. Discussion: The results indicate that future research should focus especially the work-related topics in more detail and that job satisfaction is a useful concept for analyzing working conditions from a public health point of view.

Implementation of occupational safety and health measures at German schools during the SARS-CoV-2 pandemic-cross-sectional results from 31,089 teachers.

Background: The SARS-CoV-2 pandemic exacerbated existing health-related challenges in schools and created new ones. Under pandemic conditions, health risks increased, and with them the requirements for occupational safety and health (OSH) measures. The aim of the study was (a) to examine the status quo of OSH measures in German schools, (b) to analyze whether the implementation of OSH measures was associated with preferable outcomes and (c) to identify predictors for the implementation of OSH measures. Methods: A nationwide cross-sectional online survey was conducted among teachers at all school types in Germany in March 2021. Data on the implementation of OSH measures (risk assessments, infection protection instructions and instructions on occupational safety), associated health-related parameters (e.g., somatic symptoms, PHQ-15) and predictor variables (e.g., gender, age or federal states) were assessed using descriptive statistics, analysis of variance and multiple linear regression analysis. Results: Less than 10% of surveyed teachers (N = 31,089) reported that their schools met legal requirements for occupational safety and health measures. Beneficial associations became apparent where more measures were implemented, e.g., significantly better somatic and mental health. Predictors for the implementation of OSH measures were found, especially on a systemic level (e.g., federal states schools were located in). Conclusions: Our study can serve as a basis for future studies. It provides a status quo regarding the implementation of, associations with and predictors for OSH measures in German schools. Our results are best understood as evidence-based arguments to encourage political decision makers to improve the implementation of OSH measures in German schools and thereby foster teachers' health.

Psychological Burdens among Teachers in Germany during the SARS-CoV-2 Pandemic-Subgroup Analysis from a Nationwide Cross-Sectional Online Survey.

BACKGROUND: Schools underwent massive changes during the SARS-CoV-2 pandemic worldwide. Besides existing occupational health challenges, teachers had to deal with biological and psychological burdens that had the potential to impact their psychological well-being. The aim of the present study was to (i) assess the current state of psychological burdens in German teachers and (ii) identify highly burdened subgroups to derive and address interventions. METHODS: A nationwide cross-sectional online survey was conducted among teachers at all school types in Germany in March 2021. Data on psychological strains were assessed using established (e.g., PHQ-4) and new-pandemic-specific-(e.g., COVID-19-associated anxieties) instruments. ANOVAs and Tukey's post hoc tests were used to identify highly burdened subgroups (e.g., gender, age, and number of risk factors for severe courses of COVID-19) of teachers. RESULTS: Psychological burdens in German teachers (N = 31.089) exceeded the level of the general population, for example, regarding symptoms of depression (PHQ-2, M = 1.93 vs. 1.24) or generalized anxiety (GAD-2, M = 1.72 vs. 1.03). Subgroup analysis revealed that psychological burdens were unevenly distributed among different groups of teachers; for example, younger teachers (18-30 years) showed more depression symptoms compared with their older colleagues (56-67 years) (PHQ-2, M = 2.01 vs. 1.78). CONCLUSIONS: The online survey was conducted during the "third wave" of SARS-CoV-2 in Germany, which might have influenced risk perception and psychological strains. Future studies at different times, ideally longitudinal monitoring of the mental health of teachers, are recommended. Based on our results, evidence-based subgroup-specific interventions should be implemented to sustain teachers' mental health; for example, younger teachers or teachers with risk factors for a severe course of COVID-19 should receive special attention and support. Teachers from special needs schools whose mental health is, on average, good could also be a starting point for identifying the health promotion structural elements of this school type (e.g., fewer students per teacher). However, beyond the specific pandemic-related psychological burdens, the classic occupational health challenges of physical, biological, and chemical stress and their resulting strains should not be disregarded.