Abstract
ABSTRACT This research examined predictors of Austrian secondary school teachers’ occupational strain (mental overload) and subjective well-being (positive emotions) under regular teaching conditions (Study 1, N = 513) and COVID-19 distance teaching (Study 2, N = 1251). Following self-efficacy theory, we assumed teaching self-efficacy and perceived student–teacher relationship to predict mental overload and positive emotions, with digital teaching ability indirectly affecting these outcomes via teaching self-efficacy and student–teacher relationship in Study 2. Structural equation modelling revealed all assumed effects in Study 1, except for the relation between student–teacher relationship and positive emotions. In Study 2, only digital teaching ability was significantly associated with the outcomes, indicating a change in factors relevant to teacher well-being and occupational strain in digital teaching settings.
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