Abstract
With the outbreak of novel coronavirus in 2019, most universities changed from traditional offline teaching to online teaching, which brought about a large amount of problems, including teachers’ physical and mental problems. Because of teaching on the computer screen for a long period of time, the teacher lacks communication and can act casually. With long-term accumulation, the problem of teachers’ job burnout has become increasingly serious. The main purpose of this study was to examine the influence of professional identity on job burnout during the period of the novel coronavirus. At the same time, this study also discussed the moderating effect of job satisfaction on professional identity and job burnout, and its relationship between job satisfaction and job burnout. During the peak period of the COVID-19 epidemic, we conducted an online survey—483 Chinese university teachers with online teaching experience completed the Teacher Professional Identity Scale, Job Satisfaction Scale, and Job Burnout Scale. The results of this study found professional identity and job satisfaction of university teachers to be significantly negative predictors of job burnout, with job satisfaction playing a moderating role between professional identity and job burnout. This study also confirmed that professional identity and job satisfaction are important factors affecting job burnout of university teachers. Therefore, this study proposed that schools should adopt more effective strategies to improve university teachers’ professional identity and job satisfaction in order to reduce the practical problems of job burnout, ensure the effectiveness of online teaching, and maintain the sustainable development during the epidemic.
Highlights
In the outbreak of novel coronavirus pneumonia in 2019, schools shifted abruptly from traditional learning settings to online educational models
The results showed that the degree of job burnout of Chinese university teachers was low to medium level, and there was a partial significant correlation between role conflict and job burnout
The results showed that professional identity and job satisfaction can predict job burnout, and the influence of professional identity on job burnout is partly mediated by job satisfaction
Summary
In the outbreak of novel coronavirus pneumonia in 2019, schools shifted abruptly from traditional learning settings to online educational models. This was an experience in different educational levels, in primary or secondary schools and in higher education institutions [1]. The workload of teachers has been increasing with the expansion of university enrollment [2]. Teachers are responsible for the main teaching tasks and need to adopt various effective measures to ensure that students fully understand the knowledge they teach [3]. There is a direct effect on the normal development of activities in universities among teachers’ work activities, which means university. Public Health 2020, 17, 9188; doi:10.3390/ijerph17249188 www.mdpi.com/journal/ijerph
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