Abstract
This study aims to identify the main psychosocial risks that COVID - 19 has caused in Ecuadorian EFL teachers and determine the factors associated with developing these risks. This study employed a quantitative approach and a non-experimental cross-sectional design, with a sample of 980 teachers from different educational levels from Ecuador. The data analysis was done using Stata 16 statistical program and a multivariate binary logistic regression (LR). The results showed that teachers are emotionally drained, isolated, frustrated with teaching, and exhausted because of teaching during the pandemic, being the women the most affected. The main factors that increased the probability of suffering these psychosocial effects were extra activities beyond working hours, status in the teacher’s institutions, and gender.
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Almeida, E., Cajas, D., Bernal, J., Baldassari, A. (2023). Demystifying EFL Teachers’ Experiences During the Pandemic: A Study of the Psychosocial Risks Resulting from COVID-19. In: Botto-Tobar, M., Zambrano Vizuete, M., Montes León, S., Torres-Carrión, P., Durakovic, B. (eds) Applied Technologies. ICAT 2022. Communications in Computer and Information Science, vol 1757. Springer, Cham. https://doi.org/10.1007/978-3-031-24978-5_3
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