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As in other countries around the world, teachers in Switzerland have been under great strain since the COVID-19 pandemic, which led to teaching in Switzerland being conducted entirely in distance learning mode for two months, followed by a phase with a hybrid form of teaching and half-class settings. In this context, teachers experienced numerous challenges and the need for constant adaptations. This study investigates changes in pre-primary and primary teachers’ perceived stress and personal resources in the distance and hybrid learning phase compared to before the pandemic. Data from 91 teachers in the canton of Zurich were analysed longitudinally using four measurement points before and after the distance education phase. The results of the analysis of variance with repeated measures show a decrease in job satisfaction and teacher self-efficacy in distance education compared to the previous time points. In contrast, teachers assessed their self-regulation more positively than before the pandemic, while their work overload and emotional exhaustion did not change during the distance education phase. However, our analysis revealed differential trajectories of work overload during distance education. Teachers with a high work overload and emotional exhaustion two years before the pandemic perceived a decrease in work overload while those with low work overload and emotional exhaustion showed an increase respectively. Using latent profile analysis, we identified two profiles, each with a different change in work overload during the distance education phase: teachers with higher resources before the pandemic again showed an increase, whereas the second low resource class showed a decrease in work overload. We conclude that the same job characteristics can be perceived as a demand or as a resource, depending on teachers’ personal resources and personality., +repphzhbib2022A

Workforce shortages in the health and social care sectors are a relevant issue worldwide. One measure to mitigate workforce shortages is to improve working conditions and workers’ future prospects in order to encourage worker retention. Although studies have examined factors related to organizational turnover, less is known about the factors that lead to occupational turnover intentions. Drawing upon social cognitive career theory, this study examines the reasons behind health and social care workers’ occupational turnover intentions considering emotional exhaustion as an explanatory variable. The participants were 403 health and social care workers who responded to a questionnaire about 4years after completing their vocational education and training at the upper-secondary level. Structural equation analyses revealed that affective occupational commitment showed the highest negative correlation with occupational turnover intentions. Furthermore, the results suggest that career-related outcome expectations, wellbeing, and supportive working conditions are crucial for designing effective interventions.

Aus dem Einleitungskapitel des Sammelbands «Die Fähigkeit, eigene Handlungen und Emotionen zu steuern, ist eine zentrale Kompetenz im Umgang mit komplexen Anforderungen, die vor negativen Belastungsfolgen wie emotionaler Erschöpfung und Burn-out schützt. Die Autorinnen untersuchen die Zusammenhänge zwischen subjektivem Belastungserleben, Arbeitszufriedenheit und negativen Belastungsfolgen zwei bis vier Jahre nach Berufseintritt.» [14], +repphzhbib2019A