The impact of protective psychological factors on teachers in remote teaching activities under stress conditions. A preliminary study

OBJECTIVES: Lockdown due to COVID-19 in Italy resulted in closing schools and Universities during pandemic. Given the impact of lockdown both on teachers and students, this research carried out in Sardinia, Italy aims to: (1) verify (a) the level of stress, depression and anxiety (risk factors); (b) Locus of Control, self-efficacy in teachers; (2) verify the relationship between anxiety, risk factors and teaching satisfaction; (3) evaluate positive and negative aspects of online teaching. METHODS: Each teacher answered an online questionnaire with 16 closed-ended questions and 4 open-ended ones concerning evaluation of online teaching. Furthermore, to assess protective risk factors, 5 test were administered: Beck Anxiety Inventory; Locus of Control Behavior; General Self-Efficacy Scale; Quick Stress Assessment and Center for Epidemiology; Studies Depression Scale. RESULTS: (1) Sardinian teachers exhibited low levels of stress, anxiety and depression joint to an internal Locus of Control; (2)Stress is a cross-cutting factor for anxiety and low mood, often co-existing with depression and anxiety. These results are consistent with the hypothesis that teacher’s self-efficacy is linked to psychological well-being. Furthermore, internal Locus of Control helped teachers to be confident with online teaching. CONCLUSION: Self-efficacy and internal Locus of Control play a protective role. Also, while most teachers prefer face-to-face teaching, some of them claim they are competent in the technological field. Last, during pandemic, teachers used the Internet for information for teaching and similar activities.