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Claudia Palma-Vasquez

Bio: Claudia Palma-Vasquez is an academic researcher from Catholic University of the Most Holy Conception. The author has contributed to research in topics: Medicine & Inclusion (mineral). The author has an hindex of 1, co-authored 1 publications receiving 4 citations.

Papers
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Journal ArticleDOI
TL;DR: Evidence is provided suggesting the need for actions to improve the working conditions of teachers who telework in order to improve their mental health, and thus have a positive impact on the entire educational community.
Abstract: The impact of the COVID-19 pandemic on education included school closures and the implementation of virtual teaching and teleworking without the knowledge or resources needed to do so. This situation accentuated the inequality in accessing quality education and generated high rates of stress, anxiety, and general discomfort in teachers. This study aimed to explore the mental health of teachers who were forced to telework because of COVID-19, and to analyze the association with sociodemographic, teacher-related, and working conditions. The sample was 278 classroom teachers in Chile who teleworked more than 50% during the 2020 academic year. The participants were mostly women (82%) who entered the teaching profession at age 30 or younger (87%) and worked two or more unpaid overtime hours per day (67%). The dependent variable was mental health measured through the General Health Questionnaire (GHQ-12). The independent variables were sociodemographic, teacher-related, and work conditions. The internal structure of the mental health construct was evaluated using the Rasch model. Crude odds ratios (cORs) and adjusted odds ratios (aORs) were estimated using logistic regression models. A high rate of poor mental health was identified in teachers (58%). The variables associated with poor mental health were working in a private–subsidized school (aOR = 2.89; 95% CI: 1.16–7.22), working two or more unpaid overtime hours (aOR = 2.25; 95% CI: 1.11–4.59), and being absent due to sickness (aOR = 3.82; 95% CI: 1.53–9.58). These results provide evidence suggesting the need for actions to improve the working conditions of teachers who telework in order to improve their mental health, and thus have a positive impact on the entire educational community.

32 citations

Journal ArticleDOI
01 May 2022
TL;DR: In this paper , the authors estimate the hospital cost of a sample of cases treated in seven hospitals of the National Health System in several Spanish cities, based on 78 cases of occupational disease recognized by the social security, and previously treated in hospitals in Badalona, Barcelona, Ferrol, Gijón, Girona, Madrid and Vigo between 2017 and 2019.
Abstract: To estimate the hospital cost of a sample of cases treated in seven hospitals of the National Health System in several Spanish cities.Study based on 78 cases of occupational disease recognized by the social security, and previously treated in hospitals in Badalona, Barcelona, Ferrol, Gijón, Girona, Madrid and Vigo between 2017 and 2019.The healthcare activity generated by these hospitals to attend these processes involved a total cost of 282,927€.It is urgent to improve the coordination between the two public health systems, the social security health care system and the National Health System.

4 citations

Journal ArticleDOI
TL;DR: In this article , the authors identified multiple factors associated with teacher mobility, among which the precarious working environment, poor organizational conditions such as lack of leadership and support among colleagues, excessive workload and low self-efficacy stand out.
Abstract: Teacher mobility represents a serious problem due to the instability of the teaching force that has persisted over time in many countries. Therefore, retaining qualified teachers represents a challenge given the difficulty of having the necessary workforce to face the educational challenges of each year. Our objective was trying to identify how mobility is understood and measured, that is, teacher turnover and attrition, and to identify the results of the related factors according to the different perspectives. The PRISMA-Scr protocol was used, which establishes the information that should be included in a systematic review. The following key phrases were used: “teacher rotation” or “teacher mobility” or “teacher desertion” or teacher leavers or teacher stayers. The databases used were Web of Science, Scielo Citation Index and Google Scholar, which yielded an initial total of 760 documents published between 2008 and 2018, that after identification, screening, eligibility, and inclusion processes, were reduced to 213. The selection of articles was carried out independently by two researchers using a structured and recursive hierarchical strategy. The existence of multiple ways of defining and measuring teacher mobility was identified and a definition based on two perspectives was proposed that summarizes the conceptual and operational findings, which are indirect and direct mobility. The first refers to the intention to leave and the second to leave. We have identified more evidence related to direct studies of a quantitative approach and focused on teachers with medium or short experience. The factors associated with mobility were identified based on the approaches used and a key element was identified when distinguishing teacher mobility, which is voluntary and involuntary mobility. We identified multiple factors associated with teacher mobility, among which the precarious working environment, poor organizational conditions such as lack of leadership and support among colleagues, excessive workload and low self-efficacy stand out. The limitations of this study are discussed. The findings of this study are highly relevant since they allow proposing medium or short-term policies, such as improving the organizational conditions of the school to promote the retention of the teaching workforce.

3 citations

Journal ArticleDOI
TL;DR: The EP measure constructed from the items available from the EPRES scale in the II ECCTS questionnaire shows acceptable psychometric properties to approximate the epidemiological quantification of job insecurity in Central America.
Abstract: OBJECTIVE Identify the psychometric properties of a measure of Employment Precariousness (EP) in six Central American Spanish-speaking countries (Costa Rica, El Salvador, Guatemala, Honduras, Nicaragua, and Panama) through the items of the EPRES scale (Employment Precariousness Scale) included in the II Central American Survey of Working Conditions and Health (II ECCTS) of 2018. METHODS The sample was 3,782 salaried persons, aged 18 and older, formal and informal, who participated in the II ECCTS. An EP measure of 10 items was constructed, grouped in the dimensions of temporality, salary, labor rights, and exercise of these rights. RESULTS The sample was composed mostly of men, with a permanent contract, with a working age of between 2 to 5 years, a salary between $301 and $500s, who have labor rights and who exercise them. The factorial structure could not be verified. However, nine of the ten articles showed a high factorial load with their dimensions. A high acceptability of the EP measure was observed, and the Cronbach's Alpha coefficients of the dimensions were between 0.59 and 0.72, except for temporality (0.30). The reliability of the total scale was 0.68 and the EP patterns in women, youth, temporary and lower income countries were as expected. CONCLUSIONS The EP measure constructed from the items available from the EPRES scale in the II ECCTS questionnaire shows acceptable psychometric properties to approximate the epidemiological quantification of job insecurity in Central America.
Journal ArticleDOI
TL;DR: In this paper , the authors estimate the waiting time since a suspected occupational disease (OD) is identified, notified and recognized in Spain, using a series of 34 patients attended at Occupational Diseases Unit (ODU) of Hospital del Mar in Barcelona were follow up since their identification until final resolution by the National Institute of Social Security (INSS).

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Journal ArticleDOI
TL;DR: In this article , a comprehensive systematic review and meta-analysis was conducted to ascertain the prevalence of stress, anxiety, depression among teachers during the COVID-19 outbreak and identify the associated factors of these psychological wellbeing domains of the teachers.
Abstract: As millions of teachers have been forced to rely upon remote teaching due to the closure of schools during the COVID-19 pandemic. It is particularly important to understand the extent to which teacher's psychological wellbeing has been affected by this global health crisis.The aim of this comprehensive systematic review and meta-analysis was twofold: 1) ascertain the prevalence of stress, anxiety, depression among teachers during the COVID-19 outbreak; 2) identify the associated factors of these psychological wellbeing domains of the teachers.Academic Search Premier, Eric, PsycInfo, Scopus, and Web of Science were searched for articles published from December 2019 and July 2021, using search terms including "COVID-19" "anxiety" "depression" "stress", and "teachers".This study included 54 studies synthesising data from 256,896 teachers across 22 countries. The meta-analysis showed higher prevalence of stress (62.6%, 95% Confidence Interval [CI]: 46.1-76.6), compared to anxiety (36.3%, 95% CI: 28.5-44.9) and depression (59.9%, 95% CI: 43.4-74.4) among teachers. Teachers' experiences of these psychological issues were associated with various socio-demographic and institutional factors, including gender, nature of online teaching, job satisfaction, teaching experience, and the volume of workload. Additionally, several protective factors, such as regular exercises and provision of technical support for online teaching, reduced teachers' negative psychological experiences.There is a need for authorities to formulate educational policies to improve teachers' wellbeing at the time of global crisis. Special attention should be paid to assist female teachers in overcoming physical and mental stressors.

17 citations

Journal ArticleDOI
04 May 2022
TL;DR: In this article , a comprehensive systematic review and meta-analysis was conducted to ascertain the prevalence of stress, anxiety, depression among teachers during the COVID-19 outbreak and identify the associated factors of these psychological wellbeing domains of the teachers.
Abstract: BACKGROUND As millions of teachers have been forced to rely upon remote teaching due to the closure of schools during the COVID-19 pandemic. It is particularly important to understand the extent to which teacher's psychological wellbeing has been affected by this global health crisis. OBJECTIVE The aim of this comprehensive systematic review and meta-analysis was twofold: 1) ascertain the prevalence of stress, anxiety, depression among teachers during the COVID-19 outbreak; 2) identify the associated factors of these psychological wellbeing domains of the teachers. METHODS Academic Search Premier, Eric, PsycInfo, Scopus, and Web of Science were searched for articles published from December 2019 and July 2021, using search terms including "COVID-19" "anxiety" "depression" "stress", and "teachers". RESULTS This study included 54 studies synthesising data from 256,896 teachers across 22 countries. The meta-analysis showed higher prevalence of stress (62.6%, 95% Confidence Interval [CI]: 46.1-76.6), compared to anxiety (36.3%, 95% CI: 28.5-44.9) and depression (59.9%, 95% CI: 43.4-74.4) among teachers. Teachers' experiences of these psychological issues were associated with various socio-demographic and institutional factors, including gender, nature of online teaching, job satisfaction, teaching experience, and the volume of workload. Additionally, several protective factors, such as regular exercises and provision of technical support for online teaching, reduced teachers' negative psychological experiences. CONCLUSION There is a need for authorities to formulate educational policies to improve teachers' wellbeing at the time of global crisis. Special attention should be paid to assist female teachers in overcoming physical and mental stressors.

14 citations

Journal ArticleDOI
TL;DR: In this paper, the authors compared mean-mean linking, log-mean-means linking, invariance alignment, Haberman linking, asymmetric and symmetric Haebara linking, different recalibration linking methods, anchored item parameters, and concurrent calibration.
Abstract: This article investigates the comparison of two groups based on the two-parameter logistic item response model. It is assumed that there is random differential item functioning in item difficulties and item discriminations. The group difference is estimated using separate calibration with subsequent linking, as well as concurrent calibration. The following linking methods are compared: mean-mean linking, log-mean-mean linking, invariance alignment, Haberman linking, asymmetric and symmetric Haebara linking, different recalibration linking methods, anchored item parameters, and concurrent calibration. It is analytically shown that log-mean-mean linking and mean-mean linking provide consistent estimates if random DIF effects have zero means. The performance of the linking methods was evaluated through a simulation study. It turned out that (log-)mean-mean and Haberman linking performed best, followed by symmetric Haebara linking and a newly proposed recalibration linking method. Interestingly, linking methods frequently found in applications (i.e., asymmetric Haebara linking, recalibration linking used in a variant in current large-scale assessment studies, anchored item parameters, concurrent calibration) perform worse in the presence of random differential item functioning. In line with the previous literature, differences between linking methods turned out be negligible in the absence of random differential item functioning. The different linking methods were also applied in an empirical example that performed a linking of PISA 2006 to PISA 2009 for Austrian students. This application showed that estimated trends in the means and standard deviations depended on the chosen linking method and the employed item response model.

12 citations

Journal ArticleDOI
TL;DR: In this article , a systematic review aims to describe the COVID-19 pandemic's consequences on work organization by analyzing whether and how the shift towards remote or home-working impacted employees' productivity, performance, and well-being.
Abstract: The COVID-19 pandemic forced organizations across all sectors and sizes to undertake crucial changes in order to remain productive during the emergency. Among these, the shift towards remote working arrangements is still present in our workplaces, impacting employees’ well-being and productivity. This systematic review aims to describe the pandemic’s consequences on work organization by analyzing whether and how the shift towards remote or home-working impacted employees’ productivity, performance, and well-being. Furthermore, it describes the role of individual and organizational factors in determining employees’ adjustment to remote work. Sixty-seven peer-reviewed papers published from 2020 to 2022, written in English, were selected through the preferred reporting items for systematic reviews and meta-analyses (PRISMA) guidelines. Findings describe how remote working arrangements, the workplace and organizational factors, and the employees’ individual traits and skills impacted employees’ productivity and well-being. Furthermore, they provide a description of the organizational enforcement actions reported in the literature. Managerial and practical implications, such as enforcement actions, team management strategies, and initiatives to promote employees’ physical and mental health, will be discussed in the paper.

8 citations

Journal ArticleDOI
TL;DR: The findings showed that place of residence, institution, self-reported health, usage of social and electronic media, and fear of COVID-19 significantly influenced the mental health status of teachers.
Abstract: Background Following the outbreak of the COVID-19 pandemic, the government of Bangladesh implemented strict non-therapeutic measures, i.e., “social distancing,” “lockdown,” “work from home,” in the first quarter of 2020. Like other professionals, teachers at schools, colleges and universities were confined within households. However, the introduction of online education imposed an additional burden on teachers along with growing household responsibilities, thus, affecting their psychological state. Aims This study was aimed to explore the prevalence of mental health problems among teachers in Bangladesh and to identify the associated risk factors. Methods This web-based cross-sectional study was conducted during the second wave of COVID-19 pandemic in Bangladesh. Data were collected from 381 teachers working at schools, colleges, and universities between 01 August and 29 August 2021 by administering a self-reported e-questionnaire using Google Form, where the mental health of teachers was assessed by depression, anxiety, and stress scale. Data were analyzed using IBM SPSS Statistics (Version 26) and STATA Version 16, and multiple linear regression was executed to predict mental health problems among teachers. Results The findings indicate that the overall prevalence of depression, anxiety, and stress among teachers was 35.4%, 43.7%, and 6.6%, respectively. The prevalence was higher among male and older teachers than among their female and younger colleagues. The findings further showed that place of residence, institution, self-reported health, usage of social and electronic media, and fear of COVID-19 significantly influenced the mental health status of teachers. Conclusion It is strongly recommended that the government and policymakers provide proper mental health services to teachers in order to reduce mental health problems and thus sustain the quality of education during and after the pandemic.

7 citations