{"database":"biostudies-literature","file_versions":[],"scores":null,"additional":{"submitter":["Cavallari JM"],"funding":["National Institute for Occupational Safety and Health","NIOSH CDC HHS","Robert Wood Johnson Foundation"],"pagination":["884-896"],"full_dataset_link":["https://www.ebi.ac.uk/biostudies/studies/S-EPMC10947992"],"repository":["biostudies-literature"],"omics_type":["Unknown"],"volume":["66(10)"],"pubmed_abstract":["<h4>Background</h4>During the COVID-19 pandemic, teachers quickly shifted to remote teaching with many teachers experiencing increased work demands with limited resources, affecting both mental health and work.<h4>Methods</h4>Within a cross-sectional study, we evaluated the relationship between one type of work demand, non-standard work schedule characteristics, and depressive and burnout symptoms in kindergarten through 8th grade U.S. teachers working remotely in May 2020. We further assessed the impact of COVID-19 and work resources. Work schedule characteristics were self-assessed across six domains on a 5-point frequency scale from always (1) to never (5). We used multilevel Poisson models to calculate prevalence ratios (PRs) and 95% confidence intervals (CIs).<h4>Results</h4>In fully adjusted models, frequently working unexpectedly was associated with a higher prevalence of depressive symptoms (PR = 1.18, 95% CI = 1.07-1.31, p < 0.01), high emotional exhaustion (PR = 1.17, 95% CI = 1.05-1.30, p < 0.01), and high depersonalization (PR = 1.40, 95% CI = 1.02-1.92, p = 0.03). Remote work resources were significantly associated with a lower prevalence of depressive symptoms (PR = 0.88, 95% CI = 0.79-0.98, p = 0.02). There was a linear association between low coworker support and a low sense of personal accomplishment (PR = 0.68, 95% CI = 0.53-0.87, p < 0.01).<h4>Conclusions</h4>Frequently having to work unexpectedly while remote teaching was associated with symptoms of depression and burnout during the COVID-19 pandemic. Workplaces should support predictable working times to lessen the disruption caused by unexpected work to promote worker well-being."],"journal":["American journal of industrial medicine"],"pubmed_title":["Impact of work schedule characteristics on teacher mental health and burnout symptoms while remote working."],"pmcid":["PMC10947992"],"funding_grant_id":["1 U19 OH012299","U19 OH012299"],"pubmed_authors":["Laguerre RA","Charamut NR","Perry SD","Dugan AG","Szarka C","Cavallari JM","Garza JL","Sanetti LMH"],"additional_accession":[]},"is_claimable":false,"name":"Impact of work schedule characteristics on teacher mental health and burnout symptoms while remote working.","description":"<h4>Background</h4>During the COVID-19 pandemic, teachers quickly shifted to remote teaching with many teachers experiencing increased work demands with limited resources, affecting both mental health and work.<h4>Methods</h4>Within a cross-sectional study, we evaluated the relationship between one type of work demand, non-standard work schedule characteristics, and depressive and burnout symptoms in kindergarten through 8th grade U.S. teachers working remotely in May 2020. We further assessed the impact of COVID-19 and work resources. Work schedule characteristics were self-assessed across six domains on a 5-point frequency scale from always (1) to never (5). We used multilevel Poisson models to calculate prevalence ratios (PRs) and 95% confidence intervals (CIs).<h4>Results</h4>In fully adjusted models, frequently working unexpectedly was associated with a higher prevalence of depressive symptoms (PR = 1.18, 95% CI = 1.07-1.31, p < 0.01), high emotional exhaustion (PR = 1.17, 95% CI = 1.05-1.30, p < 0.01), and high depersonalization (PR = 1.40, 95% CI = 1.02-1.92, p = 0.03). Remote work resources were significantly associated with a lower prevalence of depressive symptoms (PR = 0.88, 95% CI = 0.79-0.98, p = 0.02). There was a linear association between low coworker support and a low sense of personal accomplishment (PR = 0.68, 95% CI = 0.53-0.87, p < 0.01).<h4>Conclusions</h4>Frequently having to work unexpectedly while remote teaching was associated with symptoms of depression and burnout during the COVID-19 pandemic. Workplaces should support predictable working times to lessen the disruption caused by unexpected work to promote worker well-being.","dates":{"release":"2023-01-01T00:00:00Z","publication":"2023 Oct","modification":"2026-06-14T05:13:44.322Z","creation":"2025-04-04T12:09:45.501Z"},"accession":"S-EPMC10947992","cross_references":{"pubmed":["37563744"],"doi":["10.1002/ajim.23522"]}}