Satisfaction Of Spanish Primary School Teachers Regarding Anti-Covid Protocols
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Satisfaction Of Spanish Primary School Teachers Regarding Anti-Covid ProtocolsAutor(es)
Data
2023Cita bibliográfica
Sanmiguel-Rodríguez, A., Leirós-Rodríguez, R., José Luis García-Soidán, & Arufe-Giráldez, V. (2023). Satisfaction of Spanish Primary School teachers regarding anti-COVID protocols. Journal of Positive Psychology & Wellbeing, 7(3), 169-180.
Resumo
[Abstract]: After the closure of the Spanish Primary Education Centres in March 2020, academic and
educational institutions began the 2020-2021 academic year with the obligation to abide by the
anti-Coronavirus protocols. Consequently, students of all academic levels, and especially schoolage children, have experienced, to a greater or lesser degree, a learning crisis. For this reason, this
research was carried out with the objective of analysing the perception of Spanish Primary
Education teachers. Cross-sectional descriptive study in a representative sample of Spanish
Primary Education teachers (n = 263). The research instrument consisted of a closed questionnaire
designed ad hoc with a total of ten questions related to the object of study and other questions
related to sociodemographic variables. Cohen's t-test and d statistic were used to determine
differences between sexes and the ANOVA test, and all statistical analyses were performed with
Stata version 12 (StataCorp., United States) with a p value < .05. 76.4% of those surveyed did not
identify the protocols established by the state administration as sufficient and correct, and 84%
did not consider the resources provided by the administration of their region sufficient. Spanish
teachers are not satisfied or in agreement with the protocols implemented by the governments of
each Spanish region.
Palabras chave
Work environment
Educational policy
Primary school teacher
Job satisfaction
Teacher employment conditions
Educational policy
Primary school teacher
Job satisfaction
Teacher employment conditions
Dereitos
Atribución 4.0 Internacional
ISSN
2587-0130