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Validation of the fear of COVID-19 scale in South Africa: Three complementary analyses
(Elsevier, 2021)
TFear is the most common response to disease outbreaks. Persistent and prolonged fear can elevate the levels of psychological distress and aggravate preexisting mental health problems. Therefore, prompted by the central ...
“I teach, therefore i am”: The serial relationship between perceived vulnerability to disease, fear of Covid-19, teacher identification and teacher satisfaction
(MPDI, 2021)
In early 2020, school closures were implemented globally to curb the spread of the COVID19 pandemic. In South Africa, emergency remote teaching was not sustainable, and conventional
teaching resumed in the context of the ...
The health-sustaining, moderating, and mediating roles of sense of coherence in the relationship between fear of Covid-19 and burnout among South African teachers
(MDPI, 2022)
The current study focuses on the interrelationship between fear of COVID-19, sense of
coherence, and burnout. Participants (n = 355) were school teachers from across all provinces in
South Africa who completed the Fear ...
Perceived vulnerability to disease and the relationship with teacher satisfaction in South Africa during Covid-19: The serial role of burnout, role conflict, and ambiguity
(MDPI, 2022)
Teachers’ work roles and responsibilities have changed dramatically because of the
COVID-19 pandemic. These unprecedented changes have the potential to generate role stress and
burnout and reduce teachers’ job satisfaction. ...
Facing your fear of Covid-19: Resilience as a protective factor against burnout in South African teachers
(Elsevier, 2022)
Frontline workers have been distinctively impacted by the rapid spread of the COVID-19
pandemic. Teachers, as frontline employees in the educational system, had to contend with
unprecedented changes to their work role, ...
Identity matters: Validation of the professional identifcation scale in a sample of teachers in South Africa during the Covid 19 pandemic
(Springer Science and Business Media Deutschland GmbH, 2022)
Professional identity has been linked to organizational outcomes such as job performance and commitment, as well as health and well-being indices such as burnout
and depression. Professional identity is a powerful mechanism ...
The beneficial effects of professional identity: The mediating role of teaching identification in the relationship between role stress and psychological distress during the Covid-19 pandemic
(MDPI, 2022)
At the start of the COVID-19 pandemic, teachers and students rapidly transitioned to
remote teaching and learning. In South Africa, this initial transition was followed by periods of
reopening and closing of schools ...
Toward a positive life beyond covid-19: Problem-solving appraisal as a resistance resource in the relationship between stress and well-being in students
(MDPI, 2023)
The COVID-19 pandemic is a major global stressor that has been associated with elevated
risk of negative mental health symptoms. As a helping profession, our main task should be identifying
factors that may shield ...
Deriving meaning from chaos: the mediating role of the sense of coherence in the serial relationships among fear of Covid-19, indices of psychological distress, and life satisfaction
(MDPI, 2022)
The current study focused on the role of the sense of coherence (SOC) in the serial relationships among the fear of COVID-19, indices of psychological distress, and life satisfaction. It examined
the hypothesis that an ...
Job satisfaction goes a long way: The mediating role of teaching satisfaction in the relationship between role stress and indices of psychological well-being in the time of Covid-19
(MDPI, 2022)
The COVID-19 pandemic and its containment measures has resulted in drastic changes
in the educational landscape. Teachers had to rapidly adapt to shifts in their work-related roles
and responsibilities. This situation ...