Abstract：
BACKGROUND: Social isolation measures by the COVID-19 pandemic have impacted teaching work. In an \"Emergency Remote Teaching\" (ERT) context, it is relevant to investigate the factors that affect teachers\' self-efficacy.
METHODS: A total of 289 teachers from schools in southern Spain have participated in this study. They have been asked about their levels of burnout, engagement, and resilience. Comparisons were made by groups in accordance with sex, type of center they belonged to, school social context, and educational level in which the teacher taught. Using a Structural Equations Model, the multivariate relationships between the variables related to burnout, engagement, and resilience were described.
RESULTS: During the ERT, teachers\' self-efficacy was influenced by the 3 factors: burnout-exhaustion and cynicism-engagement, and resilience. During the ERT, the teachers in semi-private and private centers showed greater self-efficacy. In turn, the teachers in childhood and primary education showed a significantly higher level of work engagement than the teachers in compulsory and post-compulsory secondary education.
CONCLUSIONS: The results in relation to ERT are discussed in the context of the exceptionality and universal globality of the pandemic phenomenon and the complex self-perception of the social value of the teaching function.
METHODS: A total of 289 teachers from schools in southern Spain have participated in this study. They have been asked about their levels of burnout, engagement, and resilience. Comparisons were made by groups in accordance with sex, type of center they belonged to, school social context, and educational level in which the teacher taught. Using a Structural Equations Model, the multivariate relationships between the variables related to burnout, engagement, and resilience were described.
RESULTS: During the ERT, teachers\' self-efficacy was influenced by the 3 factors: burnout-exhaustion and cynicism-engagement, and resilience. During the ERT, the teachers in semi-private and private centers showed greater self-efficacy. In turn, the teachers in childhood and primary education showed a significantly higher level of work engagement than the teachers in compulsory and post-compulsory secondary education.
CONCLUSIONS: The results in relation to ERT are discussed in the context of the exceptionality and universal globality of the pandemic phenomenon and the complex self-perception of the social value of the teaching function.
摘要：
背景：COVID-19大流行的社会隔离措施影响了教学工作。在“紧急远程教学”(ERT)上下文中，探讨影响教师自我效能感的因素。
方法：来自西班牙南部学校的总共289名教师参加了这项研究。他们被问及他们的倦怠程度，订婚,和韧性。根据性别分组进行比较，他们所属的中心类型，学校社会背景，以及教师所教授的教育水平。使用结构方程模型，与倦怠相关的变量之间的多变量关系，订婚,描述了韧性。
结果：在ERT期间，教师自我效能感受到3个因素的影响：倦怠-疲惫和愤世嫉俗-投入，和韧性。在ERT期间,半私人和私人中心的教师表现出更高的自我效能感。反过来,儿童和初等教育教师的工作投入水平明显高于义务教育和义务教育后中等教育教师。
结论：在大流行现象的特殊性和普遍全球性以及对教学功能的社会价值的复杂自我感知的背景下，讨论了与ERT有关的结果。
方法：来自西班牙南部学校的总共289名教师参加了这项研究。他们被问及他们的倦怠程度，订婚,和韧性。根据性别分组进行比较，他们所属的中心类型，学校社会背景，以及教师所教授的教育水平。使用结构方程模型，与倦怠相关的变量之间的多变量关系，订婚,描述了韧性。
结果：在ERT期间，教师自我效能感受到3个因素的影响：倦怠-疲惫和愤世嫉俗-投入，和韧性。在ERT期间,半私人和私人中心的教师表现出更高的自我效能感。反过来,儿童和初等教育教师的工作投入水平明显高于义务教育和义务教育后中等教育教师。
结论：在大流行现象的特殊性和普遍全球性以及对教学功能的社会价值的复杂自我感知的背景下，讨论了与ERT有关的结果。
