An IERI – International Educational Research Institute Journal
Table 1 REDS questionnaire items used to measure school effect on perceived individual (Outcome 1) and working environment well-being (Outcome 2)
Level | Category | QRE-Item | Type | Description | Min | Mean | Max | SD | # obs |
|---|---|---|---|---|---|---|---|---|---|
Teacher | Outcome 1: individual well-being | IT1G16F | Scale | Felt the need of assistance to support my well-being (1 = Strongly agree; 4 = Strongly disagree) | 1 | 2,6 | 4 | 0,8 | 7.816 |
IT1G16Ga | Scale | Able to use my own methods (e.g. meditation) to cope with stress (1 = Strongly disagree; 4 = Strongly agree) | 1 | 2 | 4 | 0,8 | 7.814 | ||
IT1G16Ia | Scale | Able to maintain my normal exercise and health routines (1 = Strongly disagree; 4 = Strongly agree) | 1 | 2,1 | 4 | 0,8 | 7.828 | ||
IT1G16J | Scale | Felt fatigued most of the time (1 = Strongly agree; 4 = Strongly disagree) | 1 | 2,7 | 4 | 0,9 | 7.814 | ||
IT1G16L | Scale | Sleeping patterns were interrupted (1 = Strongly agree; 4 = Strongly disagree) | 1 | 2,6 | 4 | 0,9 | 7.822 | ||
Outcome 2: Well-being in the in the working environment | IT1G16A | Scale | Concerns about catching Covid-19 at work (1 = Strongly agree; 4 = Strongly disagree) | 1 | 3,2 | 4 | 0,9 | 7.845 | |
IT1G16Ba | Scale | Satisfaction with the infection control protocols at my school (1 = Strongly disagree; 4 = Strongly agree) | 1 | 1,6 | 4 | 0,7 | 7.832 | ||
IT1G16Da | Scale | Able to cope with changes in teaching methods (1 = Strongly disagree; 4 = Strongly agree) | 1 | 1,7 | 4 | 0,6 | 7.832 | ||
IT1G16Ea | Scale | Able to meet all the requirements of my job (1 = Strongly disagree; 4 = Strongly agree) | 1 | 1,7 | 4 | 0,6 | 7.830 | ||
IT1G16Ha | Scale | I had time to interact socially with colleagues (1 = Strongly disagree; 4 = Strongly agree) | 1 | 2,3 | 4 | 0,8 | 7.819 | ||
IT1G16Ka | Scale | Able to balance work and personal duties (1 = Strongly disagree; 4 = Strongly agree) | 1 | 2,1 | 4 | 0,7 | 7.816 | ||
IT1G16M | Scale | Felt isolated while working at home (1 = Strongly agree; 4 = Strongly disagree) | 1 | 2,6 | 4 | 0,9 | 7.813 | ||
IT1G16Na | Scale | Felt in control of home working environment (1 = Strongly disagree; 4 = Strongly agree) | 1 | 2 | 4 | 0,7 | 7.812 | ||
Backgroud | IT1G22 | Binary | Gender (1 = Male) | 0 | 0,3 | 1 | 0,4 | 8.068 | |
IT1G25 | Scale | Teaching experience (1 = Less than 1 year; 6 = Over 20 years) | 1 | 4,8 | 6 | 1,2 | 8.008 | ||
Work characteristics | IT1G24A | Binary | Current employment status (1 = Part time) | 0 | 0,2 | 1 | 0,4 | 7.943 | |
IT1G24B | Binary | Employment status during Covid-19 (1 = Part time) | 0 | 0,1 | 1 | 0,3 | 7.376 | ||
IT1G26A | Binary | Coordinator of a subject (1 = yes) | 0 | 0,3 | 1 | 0,5 | 7.934 | ||
IT1G26B | Binary | Coordinator of a no-teaching area (1 = yes) | 0 | 0,1 | 1 | 0,3 | 7.869 | ||
IT1G26C | Binary | Coordinator of a grade (1 = yes) | 0 | 0,2 | 1 | 0,4 | 7.881 | ||
IT1G26D | Binary | Coordinator of a sub-school (1 = yes) | 0 | 0,1 | 1 | 0,3 | 7.863 | ||
IT1G02b | Category | Teaching subject: (0 = humanities; 1 = math-science; 2 = other) | 0 | 0,7 | 2 | 0,7 | 8.008 | ||
IT1G01A | Scale | Minutes in a day teaching students face-to-face before Covid-19 (1 = less than 60 min; 7 = 360 min or more) | 1 | 4,8 | 7 | 1,7 | 7.951 | ||
IT1G11Bb | Binary | Undertook professional learning using ICT in teaching (1 = yes) | 0 | 0,9 | 1 | 0,3 | 7.932 | ||
IT1G11Cb | Binary | Undertook professional learning specific to the subject(s) you teach (1 = yes) | 0 | 0,9 | 1 | 0,3 | 7.908 | ||
IT1G11Gb | Binary | Undertook professional learning in student well-being (1 = yes) | 0 | 0,7 | 1 | 0,5 | 7.892 | ||
Work (changing) conditions | IT1G03Ab | Binary | Teaching remotely during Covid-19 (1 = yes) | 0 | 0,4 | 1 | 0,5 | 7.993 | |
IT1G01B | Scale | Minutes in a day teaching students remotely during Covid-19 (1 = less than 60 min and 7 = 360 min or more) | 1 | 4,7 | 7 | 1,8 | 7.922 | ||
IT1G01C | Scale | Minutes in a day teaching students face-to-face during Covid-19 (1 = less than 60 min and 7 = 360 min or more) | 1 | 2,9 | 7 | 2,2 | 7.875 | ||
IT1G03BHb | Binary | Deployment of new activities in the online class (1 = yes) | 0 | 0,8 | 1 | 0,4 | 7.367 | ||
IT1G04Hb | Binary | More time planning lessons during Covid-19 (1 = yes) | 0 | 0,8 | 1 | 0,4 | 7.800 | ||
IT1G05Ab | Binary | Increase the time spent preparing lessons for the whole class (1 = yes) | 0 | 0,8 | 1 | 0,4 | 7.839 | ||
IT1G05Bb | Binary | Increase the time spent managing student behaviour (1 = yes) | 0 | 0,5 | 1 | 0,5 | 7.784 | ||
IT1G05Cb | Binary | Increase the time spent modifying work to suit students individual needs (1 = yes) | 0 | 0,7 | 1 | 0,4 | 7.774 | ||
IT1G05Db | Binary | Increase the time spent modifying teaching activities (1 = yes) | 0 | 0,7 | 1 | 0,4 | 7.794 | ||
IT1G05Eb | Binary | Increase the time spent using materials provided by the school (1 = yes) | 0 | 0,4 | 1 | 0,5 | 7.800 | ||
IT1G05Fb | Binary | Increase the time spent assisting students on a one-on-one basis (1 = yes) | 0 | 0,7 | 1 | 0,4 | 7.810 | ||
IT1G05Gb | Binary | Increase the time spent looking for new teaching materials or activities (1 = yes) | 0 | 0,9 | 1 | 0,3 | 7.806 | ||
IT1G05Ib | Binary | Increase the time spent assessing students learning (1 = yes) | 0 | 0,7 | 1 | 0,5 | 7.808 | ||
IT1G08Ab | Binary | Increase student attendance (1 = yes) | 0 | 0,2 | 1 | 0,4 | 7.866 | ||
IT1G08Cb | Binary | Increase student engagement during lessons (1 = yes) | 0 | 0,2 | 1 | 0,4 | 7.829 | ||
IT1G27B | Scale | Teaching time in subjects without qualifications during Covid-19 (1 = None; 5 = All my teaching time) | 1 | 2 | 5 | 1,4 | 7.944 | ||
Covid-19 living conditions | IT1G03CBb | Binary | Living with other adults (1 = yes) | 0 | 0,6 | 1 | 0,5 | 7.351 | |
IT1G03CEb | Binary | Living with school-aged children at home (1 = yes) | 0 | 0,5 | 1 | 0,5 | 7.349 | ||
IT1G03CJb | Binary | Balance between and home responsibilities (1 = Hard) | 0 | 0,7 | 1 | 0,4 | 7.365 | ||
IT1G18Eb | Binary | Felt I needed to ask for professional support outside of my school (1 = yes) | 0 | 0,4 | 1 | 0,5 | 7.911 | ||
IT1G18Gb | Binary | Felt supported by the local community (1 = yes) | 0 | 0,6 | 1 | 0,5 | 7.902 | ||
School | School characteristics | IP1G31Ac | Num | Percentage of girls in the school | 0 | 50,4 | 100 | 15,1 | 494 |
IP1G33A | Scale | Lowest grade taught in the school (1 = lower; 8 = highest) | 1 | 1,4 | 8 | 1,2 | 507 | ||
IP1G34 | Scale | Population where the school is located (1 = less than 3,000 people and 5 = more than 1 million people) | 1 | 3 | 5 | 1,3 | 508 | ||
IP1G34A | Binary | Public or private (1 = Private) | 0 | 0,2 | 1 | 0,4 | 508 | ||
IP1G35A | Scale | Percentage of students whit a different first language (1 = less than 5\% and 5 = more than 50\%) | 1 | 2,1 | 5 | 1,7 | 505 | ||
IP1G35B | Scale | Percentage of students whit special needs (1 = less than 5\% and 5 = more than 50\%) | 1 | 2,5 | 6 | 2,2 | 508 | ||
IP1G35C | Scale | Percentage of students with low SES (1 = less than 5\% and 5 = more than 50\%) | 1 | 1,6 | 5 | 0,9 | 505 | ||
IP1G35D | Scale | Percentage of students with high SES (1 = less than 5\% and 5 = more than 50\%) | 1 | 3,6 | 5 | 1,5 | 506 | ||
IP1G35E | Scale | Percentage of students with an immigrant background (1 = less than 5\% and 5 = more than 50\%) | 1 | 1,7 | 5 | 1,4 | 499 | ||
IP1G35F | Scale | Percentage of students with a single-parent household (1 = less than 5\% and 5 = more than 50\%) | 1 | 2 | 5 | 1 | 504 | ||
IP1G36 | Scale | Average class size before Covid-19 (1 = less or equal than 15 students and 6 = more than 35 students) | 1 | 4,1 | 6 | 1,3 | 507 | ||
IP1G37A | Num | Number of teachers | 10 | 82,4 | 462 | 63,2 | 504 | ||
IP1G37B | Num | Percentage of full-time teachers | 0 | 81,9 | 100 | 31,3 | 499 |