Abstract
The present study examined latent profiles of school principals’ stress concerning students’, teachers’, parents’, and principals’ own ability to cope during the COVID-19 pandemic. In addition, the role of job demands (workload, remote work stress, difficulty to detach from work, COVID-19 crisis, COVID-19 infections at school, impact of COVID-19 on future teaching), resources (buoyancy, effective crisis leadership, social appreciation, successful transition to remote teaching), and occupational well-being (measured as job burnout and engagement) in predicting the latent profiles of stress sources was examined. The participants were 535 (59% women) school principals across Finland, who answered to a questionnaire concerning their sources of stress and occupational well-being during spring 2020. Three latent profiles were identified according to principals’ level of stress: high stress (41.4% of the school principals), altered stress (35.9%), and low stress (22.7%) profiles. Work burnout, workload, COVID-19 related concerns, and difficulty to detach from work increased the probability of principals belonging to the high or altered stress profile rather than to the low stress profile. Work engagement, buoyancy, and social appreciation increased the probability of principals belonging to the low rather than to the high or altered stress profile.
Highlights
At the beginning of 2020, SARS-CoV-2 (COVID-19) virus spread across the world and disrupted teaching and learning of millions of students across the globe
Using the job demands-resources framework (Demerouti et al, 2001; Bakker and Demerouti, 2006, 2017), the present study examines latent profiles of principals’ stress concerning the school community’s ability to cope during COVID-19 pandemic, and the associations between the latent profiles and principals’ job demands, resources, job burnout and engagement
In order to identify the possible antecedents of principals’ stress profiles, job demands, resources, and job burnout and engagement were added into the final model as covariates using multinomial logistic regression via the R3STEP command (Asparouhov and Muthén, 2014)
Summary
At the beginning of 2020, SARS-CoV-2 (COVID-19) virus spread across the world and disrupted teaching and learning of millions of students across the globe. It is possible that during COVID19 subgroups of principals experienced high/altered/low stress concerning the school community’s ability to cope with the COVID-19 crisis (see Innanen et al, 2014; Salmela-Aro et al, 2019) These differences can be captured with personoriented research, such as latent profile analysis (LPA). Using the job demands-resources framework (Demerouti et al, 2001; Bakker and Demerouti, 2006, 2017), the present study examines latent profiles of principals’ stress concerning the school community’s (e.g., students, teachers, parents, principals) ability to cope during COVID-19 pandemic, and the associations between the latent profiles and principals’ job demands (e.g., workload, remote work stress, difficulty to detach from work, COVID-19 crisis, COVID-19 infections at school, impact of COVID-19 on future teaching), resources (e.g., buoyancy, crisis leadership, social appreciation, schools’ adaptation to remote learning), job burnout and engagement
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