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Perceived Change in Job Demands and Resources and Teacher Well-Being during the Pandemic

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Title: Perceived Change in Job Demands and Resources and Teacher Well-Being during the Pandemic
Language: English
Authors: Iris Marušić, Josip Šabić, Jelena Matić Bojić
Source: Center for Educational Policy Studies Journal. 2026 16(1):207-226.
Availability: University of Ljubljana, Faculty of Education. University of Ljubljana Kardeljeva plošcad 16. Slovenia. Tel: +386-1-5892-344; e-mail: editors@cepsj.si; Web site: https://journals.uni-lj.si/CEPSJ/index
Peer Reviewed: Y
Page Count: 20
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Secondary Education
Descriptors: Foreign Countries, Well Being, Job Satisfaction, COVID-19, Pandemics, Stress Variables, Family Work Relationship, Resilience (Psychology), Elementary School Teachers, Secondary School Teachers, Teacher Characteristics, Faculty Workload, Faculty Development, Administrator Surveys, Teacher Surveys
Geographic Terms: Croatia
Assessment and Survey Identifiers: Teaching and Learning International Survey
ISSN: 1855-9719
2232-2647
Abstract: This study explores the role of perceived change in job demands and resources and socio-demographic characteristics in teacher well-being during the COVID-19 pandemic. We used data from over three thousand Croatian school teachers with at least three years of service. We performed path analysis to test the proposed relationships of socio-demographics (gender, school level and years of service) and perceived change in job demands and resources (work demands, the frequency of student difficulties and the quality of professional cooperation) with teacher well-being (job satisfaction, stress and work-life balance). The effects of the socio-demographic variables on the measures of well-being varied from non-existent to small. The model fitted the data well. However, the parameter values indicated a modest contribution of socio-demographics and perceived change in job demands and resources in explaining teacher well-being during the COVID-19 pandemic. Teachers reported relatively high job satisfaction, low levels of stress, and medium levels of work-life balance. In addition, their experiences of stress and work-life balance were not considerably affected by the perceived increases in job demands. Our results suggest that teachers demonstrated resilience in adapting to challenging circumstances. This capacity should be continuously nurtured in their professional development programmes.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1504149
Database: ERIC
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  Data: Perceived Change in Job Demands and Resources and Teacher Well-Being during the Pandemic
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  Data: <searchLink fieldCode="AR" term="%22Iris+Marušić%22">Iris Marušić</searchLink><br /><searchLink fieldCode="AR" term="%22Josip+Šabić%22">Josip Šabić</searchLink><br /><searchLink fieldCode="AR" term="%22Jelena+Matić+Bojić%22">Jelena Matić Bojić</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Center+for+Educational+Policy+Studies+Journal%22"><i>Center for Educational Policy Studies Journal</i></searchLink>. 2026 16(1):207-226.
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  Data: University of Ljubljana, Faculty of Education. University of Ljubljana Kardeljeva plošcad 16. Slovenia. Tel: +386-1-5892-344; e-mail: editors@cepsj.si; Web site: https://journals.uni-lj.si/CEPSJ/index
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  Data: This study explores the role of perceived change in job demands and resources and socio-demographic characteristics in teacher well-being during the COVID-19 pandemic. We used data from over three thousand Croatian school teachers with at least three years of service. We performed path analysis to test the proposed relationships of socio-demographics (gender, school level and years of service) and perceived change in job demands and resources (work demands, the frequency of student difficulties and the quality of professional cooperation) with teacher well-being (job satisfaction, stress and work-life balance). The effects of the socio-demographic variables on the measures of well-being varied from non-existent to small. The model fitted the data well. However, the parameter values indicated a modest contribution of socio-demographics and perceived change in job demands and resources in explaining teacher well-being during the COVID-19 pandemic. Teachers reported relatively high job satisfaction, low levels of stress, and medium levels of work-life balance. In addition, their experiences of stress and work-life balance were not considerably affected by the perceived increases in job demands. Our results suggest that teachers demonstrated resilience in adapting to challenging circumstances. This capacity should be continuously nurtured in their professional development programmes.
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      – Text: English
    PhysicalDescription:
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        PageCount: 20
        StartPage: 207
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Well Being
        Type: general
      – SubjectFull: Job Satisfaction
        Type: general
      – SubjectFull: COVID-19
        Type: general
      – SubjectFull: Pandemics
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      – SubjectFull: Stress Variables
        Type: general
      – SubjectFull: Family Work Relationship
        Type: general
      – SubjectFull: Resilience (Psychology)
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      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: Secondary School Teachers
        Type: general
      – SubjectFull: Teacher Characteristics
        Type: general
      – SubjectFull: Faculty Workload
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      – SubjectFull: Faculty Development
        Type: general
      – SubjectFull: Administrator Surveys
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      – SubjectFull: Teacher Surveys
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      – SubjectFull: Croatia
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      – SubjectFull: Teaching and Learning International Survey
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      – TitleFull: Perceived Change in Job Demands and Resources and Teacher Well-Being during the Pandemic
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