Impact of institutional support on educators' subjective well-being during the transition to virtual work due to COVID-19 lockdown

Vilmantė Kumpikaitė-Valiūnienė, Jurga Duobienė, Vilmantė Liubinienė, Judita Kasperiūnienė and Ilona Tandzegolskienė

Journal of Management & Organization, 2021, vol. 27, issue 6, 1150-1168

Abstract: The coronavirus disease-2019 pandemic changed regular life and work around the world. Educational institutions moved to a virtual environment, in many cases without any experience and preparation. This paper explores the impact of institutional support on educators' subjective well-being during the pandemic lockdown. A quantitative study was conducted in Lithuania with 1,851 educators in April 2020. Institutional support was found to have a positive impact on work–life balance and well-being, as well as reducing work-related, client-related and personal burnout. This study begins a dialog on institutional support and its impact on employee well-being in unexpected work and life conditions.

Date: 2021
References: Add references at CitEc
Citations:

Downloads: (external link)
https://www.cambridge.org/core/product/identifier/ ... type/journal_article link to article abstract page (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:cup:jomorg:v:27:y:2021:i:6:p:1150-1168_9

Access Statistics for this article

More articles in Journal of Management & Organization from Cambridge University Press Cambridge University Press, UPH, Shaftesbury Road, Cambridge CB2 8BS UK.
Bibliographic data for series maintained by Kirk Stebbing ().