The Role of Gratitude and Perceived Social Support on Teacher Subjective Well-Being During the Pandemic

Authors

  • Ahmad M. Mahasneh Department of Educational Psychology, Faculty of Educational Sciences, The Hashemite University, Jordan
  • Juan Hernández-Lalinde Facultad de Ciencias Básicas y Biomédicas, Universidad Simón Bolívar, Cúcuta 540001, Colombia https://orcid.org/0000-0001-6768-1873
  • María Luisa Martínez-Martí Faculty of Health and Education, Camilo José Cela University, Madrid, Spain https://orcid.org/0000-0002-6948-8484

DOI:

https://doi.org/10.59535/es.v2i2.325

Keywords:

Perceived Social Support, Gratitude, Teacher Subjective Well-Being, Honorary Teachers, Teacher Welfare

Abstract

This study aims to analyze the effect of perceived social support and gratitude on teacher subjective well-being of honorary teachers in secondary schools in Madrid during the pandemic. Using a quantitative approach with an ex post facto design, this study involved 202 honorary teachers selected through purposive sampling. The research instruments included the Gratitude Questionnaire, the Revised-Multidimensional Scale of Perceived Social Support (R-MSPSS), and the Teacher Subjective Well-Being Questionnaire (TSWQ). The results of the analysis using Confirmatory Factor Analysis (CFA) and Structural Equation Modeling (SEM) showed that perceived social support and gratitude played a significant and positive role in teacher subjective well-being. The higher the perceived social support and gratitude values, the higher the level of teacher subjective well-being. The results of this study have theoretical implications for the development of educational psychology and positive psychology, as well as providing practical recommendations for teachers and the government to improve teacher well-being through curriculum adaptation and other supporting strategies.

Downloads

Download data is not yet available.

References

I. Ahmad, R. Gul, and M. Kashif, ‘A Qualitative Study of Workplace Factors Causing Stress Among University Teachers and Coping Strategies A Qualitative Study of Workplace Factors’, Hu Arenas, vol. 7, no. 4, pp. 812–834, Dec. 2024, doi: 10.1007/s42087-022-00302-w.

J. M. Tomás, M. Gutiérrez, A. M. Pastor, and P. Sancho, ‘Perceived Social Support, School Adaptation and Adolescents’ Subjective Well-Being’, Child Ind Res, vol. 13, no. 5, pp. 1597–1617, Oct. 2020, doi: 10.1007/s12187-020-09717-9.

V. Gherheș, C. E. Stoian, M. A. Fărcașiu, and M. Stanici, ‘E-Learning vs. Face-To-Face Learning: Analyzing Students’ Preferences and Behaviors’, Sustainability, vol. 13, no. 8, Art. no. 8, Jan. 2021, doi: 10.3390/su13084381.

N. Vargas Rubilar and L. B. Oros, ‘Stress and Burnout in Teachers During Times of Pandemic’, Front. Psychol., vol. 12, Nov. 2021, doi: 10.3389/fpsyg.2021.756007.

Y. Wang, ‘Probing into the boredom of online instruction among Chinese English language teachers during the Covid-19 pandemic’, Curr Psychol, vol. 43, no. 13, pp. 12144–12158, Apr. 2024, doi: 10.1007/s12144-022-04223-3.

C. N. Baker et al., ‘The Experience of COVID-19 and Its Impact on Teachers’ Mental Health, Coping, and Teaching’, School Psychology Review, vol. 50, no. 4, pp. 491–504, Oct. 2021, doi: 10.1080/2372966X.2020.1855473.

S. Ahmad, A. S. Mohd Noor, A. A. Alwan, Y. Gulzar, W. Z. Khan, and F. A. Reegu, ‘eLearning Acceptance and Adoption Challenges in Higher Education’, Sustainability, vol. 15, no. 7, Art. no. 7, Jan. 2023, doi: 10.3390/su15076190.

R. Alves, T. Lopes, and J. Precioso, ‘Teachers’ well-being in times of Covid-19 pandemic: factors that explain professional well-being’, IJERI: International Journal of Educational Research and Innovation, no. 15, Art. no. 15, 2021, doi: 10.46661/ijeri.5120.

M. Kroesen, ‘Working from home during the corona-crisis is associated with higher subjective well-being for women with long (pre-corona) commutes’, Transportation Research Part A: Policy and Practice, vol. 156, pp. 14–23, Feb. 2022, doi: 10.1016/j.tra.2021.10.025.

T. Atchan, ‘Lebanese Teachers’ Perceptions of their Subjective Well-being in Times of Crisis’, Thesis, Lebanese American University, 2022. doi: 10.26756/th.2022.428.

H. Wang, I. Burić, M.-L. Chang, and J. J. Gross, ‘Teachers’ emotion regulation and related environmental, personal, instructional, and well-being factors: A meta-analysis’, Soc Psychol Educ, vol. 26, no. 6, pp. 1651–1696, Dec. 2023, doi: 10.1007/s11218-023-09810-1.

K. M. Turetsky, S. Sinclair, J. G. Starck, and J. N. Shelton, ‘Beyond students: how teacher psychology shapes educational inequality’, Trends in Cognitive Sciences, vol. 25, no. 8, pp. 697–709, Aug. 2021, doi: 10.1016/j.tics.2021.04.006.

T. Hascher and J. Waber, ‘Teacher well-being: A systematic review of the research literature from the year 2000–2019’, Educational Research Review, vol. 34, p. 100411, Nov. 2021, doi: 10.1016/j.edurev.2021.100411.

H. Song, M. Lin, Y. Ou, and X. Wang, ‘Reframing teacher well-being: a case study and a holistic exploration through a Chinese lens’, Teachers and Teaching, vol. 30, no. 6, pp. 818–834, Aug. 2024, doi: 10.1080/13540602.2023.2285874.

N. N. Juliasih, H. Winarso, M. Wartiningsih, H. T. H. Silitonga, E. Setiyowati, and R. M. Sari, ‘Double Burden of Women during the Covid-19 Pandemic’, 2022, Accessed: Dec. 08, 2024. [Online]. Available: https://dspace.uc.ac.id/handle/123456789/5674

S. F. Fitry, ‘Free Play in the Context of Early Childhood Contextual Learning Strategies’, Education Specialist, vol. 1, no. 2, Art. no. 2, Oct. 2023, doi: 10.59535/es.v1i2.127.

P. Billett, K. Turner, and X. Li, ‘Australian teacher stress, well-being, self-efficacy, and safety during the COVID-19 pandemic’, Psychology in the Schools, vol. 60, no. 5, pp. 1394–1414, 2023, doi: 10.1002/pits.22713.

M. Shirmohammadi, W. Chan Au, and M. Beigi, ‘Antecedents and Outcomes of Work-Life Balance While Working from Home: A Review of the Research Conducted During the COVID-19 Pandemic’, Human Resource Development Review, vol. 21, no. 4, pp. 473–516, Dec. 2022, doi: 10.1177/15344843221125834.

‘In-servıce EFL teachers’ well-beıng durıng onlıne teacher professıonal development program ın Indonesıa: An ecologıcal perspectıve’, Studies in Linguistics, Culture, and FLT, vol. 11, no. 2, pp. 26–45, 2023.

G. Petrie, K. Angus, and R. O’Donnell, ‘A scoping review of academic and grey literature on migrant health research conducted in Scotland’, BMC Public Health, vol. 24, no. 1, p. 1156, Apr. 2024, doi: 10.1186/s12889-024-18628-1.

F. Kong, K. Yang, W. Yan, and X. Li, ‘How Does Trait Gratitude Relate to Subjective Well-Being in Chinese Adolescents? The Mediating Role of Resilience and Social Support’, J Happiness Stud, vol. 22, no. 4, pp. 1611–1622, Apr. 2021, doi: 10.1007/s10902-020-00286-w.

F. F. Portocarrero, K. Gonzalez, and M. Ekema-Agbaw, ‘A meta-analytic review of the relationship between dispositional gratitude and well-being’, Personality and Individual Differences, vol. 164, p. 110101, Oct. 2020, doi: 10.1016/j.paid.2020.110101.

R. Qu et al., ‘Features of colorectal cancer in China stratified by anatomic sites: A hospital-based study conducted in university-affiliated hospitals from 2014 to 2018’, Chin J Cancer Res, vol. 33, no. 4, pp. 500–511, Aug. 2021, doi: 10.21147/j.issn.1000-9604.2021.04.07.

J. van der Waa, E. Nieuwburg, A. Cremers, and M. Neerincx, ‘Evaluating XAI: A comparison of rule-based and example-based explanations’, Artificial Intelligence, vol. 291, p. 103404, Feb. 2021, doi: 10.1016/j.artint.2020.103404.

M. M. Hossain et al., ‘Epidemiology of mental health problems in COVID-19: a review’, F1000Res, vol. 9, p. 636, Jun. 2020, doi: 10.12688/f1000research.24457.1.

L. J. Labrague, ‘Psychological resilience, coping behaviours and social support among health care workers during the COVID-19 pandemic: A systematic review of quantitative studies’, Journal of Nursing Management, vol. 29, no. 7, pp. 1893–1905, 2021, doi: 10.1111/jonm.13336.

A. Atika, Z. Arifin, and N. S. Jannana, ‘Integrated School Management-Character Education Affirmation: a Case Study in Muhammadiyah Wirobrajan 3 Elementary School Yogyakarta’, Al-Tanzim: Jurnal Manajemen Pendidikan Islam, vol. 5, no. 2, pp. 15–26, 2021.

F. F. Portocarrero, K. Gonzalez, and M. Ekema-Agbaw, ‘A meta-analytic review of the relationship between dispositional gratitude and well-being’, Personality and Individual Differences, vol. 164, p. 110101, Oct. 2020, doi: 10.1016/j.paid.2020.110101.

N. D. Nayeri et al., ‘Construct validity of the Herth Hope Index: A systematic review’, Int J Health Sci (Qassim), vol. 14, no. 5, pp. 50–57, 2020.

I. Farhah, A. Y. Saleh, and S. Safitri, ‘The role of student-teacher relationship to teacher subjective well-being as moderated by teaching experience’, Journal of Education and Learning (EduLearn), vol. 15, no. 2, Art. no. 2, May 2021, doi: 10.11591/edulearn.v15i2.18330.

J. van der Waa, E. Nieuwburg, A. Cremers, and M. Neerincx, ‘Evaluating XAI: A comparison of rule-based and example-based explanations’, Artificial Intelligence, vol. 291, p. 103404, Feb. 2021, doi: 10.1016/j.artint.2020.103404.

R. Asmarani, ‘Gender learning in Alice Munro’s short story entitled “Boys and Girls”’, JEES (Journal of English Educators Society), vol. 8, no. 1, Art. no. 1, Apr. 2023, doi: 10.21070/jees.v8i1.1688.

I. Grey, T. Arora, J. Thomas, A. Saneh, P. Tohme, and R. Abi-Habib, ‘The role of perceived social support on depression and sleep during the COVID-19 pandemic’, Psychiatry Research, vol. 293, p. 113452, Nov. 2020, doi: 10.1016/j.psychres.2020.113452.

Downloads

Published

2024-12-08

How to Cite

Ahmad M. Mahasneh, Juan Hernández-Lalinde, & María Luisa Martínez-Martí. (2024). The Role of Gratitude and Perceived Social Support on Teacher Subjective Well-Being During the Pandemic. Education Specialist, 2(2), 64–73. https://doi.org/10.59535/es.v2i2.325

Issue

Vol. 2 No. 2 (2024): July-December

Section

Educational Psychology

License

Copyright (c) 2024 Ahmad M. Mahasneh, Juan Hernández-Lalinde, María Luisa Martínez-Martí

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

By submitting your manuscript to Education Specialist, you agree to the following terms:

  1. You grant Education Specialist a non-exclusive, perpetual, worldwide license to publish your manuscript, including any supplementary material.

  2. You confirm that your manuscript is original, has not been published before, and is not currently being considered for publication elsewhere.

  3. You agree to allow Education Specialist to use your name, affiliation, and biographical information in connection with the publication of your manuscript.

  4. You retain the copyright to your manuscript and may publish it elsewhere after it has been published in Education Specialist, provided that you acknowledge its original publication in the journal.

  5. You agree to indemnify and hold harmless Education Specialist, its editors, and its reviewers from any claims, liabilities, or expenses arising from any alleged or actual infringement of any intellectual property rights, defamation, or other violation of any laws resulting from the publication of your manuscript.

  6. You agree to follow Education Specialist's policies and guidelines for authors, including those related to ethics and publication misconduct.

  7. You understand that Education Specialist reserves the right to edit and format your manuscript for publication, but will not make any substantial changes without your consent.

  8. You agree to pay any publication fees or charges associated with the publication of your manuscript in Education Specialist.

  9. Education Specialist reserves the right to remove or retract your manuscript if it is found to be in violation of any policies or guidelines, or if it is discovered to be fraudulent or misleading in any way.

  10. These license terms constitute the entire agreement between you and Education Specialist regarding the publication of your manuscript, and may only be amended in writing signed by both parties.