COVID-19-Related Knowledge and Anxiety Response among Physical Education Teachers during Practical In-Person Lessons: Effects of Potential Moderators
Hagan Jr. JE, Quansah F, Kofi Anin S, Sorkpor RS, Kwadwo Abieraba RS, Frimpong JB, Srem-Sai M, Schack T (2022)
Behavioral Sciences 12(3): 1-15.
Zeitschriftenaufsatz
| Veröffentlicht | Englisch
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Autor*in
Hagan Jr., John ElvisUniBi;
Quansah, Frank;
Kofi Anin, Stephen;
Sorkpor, Richmond Stephen;
Kwadwo Abieraba, Richard Samuel;
Frimpong, James Boadu;
Srem-Sai, Medina;
Schack, ThomasUniBi
Einrichtung
Abstract / Bemerkung
The COVID-19 pandemic has resulted in heightened anxiety levels among teachers, especially regarding PE teachers who are required to engage students in practical in-person or contact teaching lessons. Previous research showed that these levels of anxiety among PE teachers appeared to be explained by the interplay between COVID-19 knowledge, workplace safety perception, and educational qualification. This study assessed the relationship between COVID-19-related knowledge and anxiety response among PE teachers during such practical lessons while moderating the effects of workplace safety perception and educational qualification within the relationship. The study conveniently recruited 160 PE teachers to solicit responses through both online and printed questionnaires. Using correlation and linear regression analyses, the study revealed a significant negative relationship between COVID-19-related knowledge and anxiety response among PE teachers. The educational qualification of PE teachers did not significantly moderate the association between COVID-19-related knowledge and anxiety response. Workplace safety perception significantly moderated the association between COVID-19-related knowledge and anxiety response among PE teachers. The findings remind educational authorities about the essence of creating a positive and safe working environment conducive to academic work. Achieving this goal requires the provision of adequate COVID-19 management logistics (e.g., personal protective equipment, hand sanitizers) by educational authorities for PE teachers to maintain safety practices and optimal learning conditions.
Stichworte
COVID-19;
COVID-19-related anxiety;
educational qualifications;
knowledge;
PE teachers;
workplace safety perception
Erscheinungsjahr
2022
Zeitschriftentitel
Behavioral Sciences
Band
12
Ausgabe
3
Seite(n)
1-15
Urheberrecht / Lizenzen
eISSN
2076-328X
Finanzierungs-Informationen
Open-Access-Publikationskosten wurden durch die Universität Bielefeld gefördert.
Page URI
https://pub.uni-bielefeld.de/record/2961825
Zitieren
Hagan Jr. JE, Quansah F, Kofi Anin S, et al. COVID-19-Related Knowledge and Anxiety Response among Physical Education Teachers during Practical In-Person Lessons: Effects of Potential Moderators . Behavioral Sciences . 2022;12(3):1-15.
Hagan Jr., J. E., Quansah, F., Kofi Anin, S., Sorkpor, R. S., Kwadwo Abieraba, R. S., Frimpong, J. B., Srem-Sai, M., et al. (2022). COVID-19-Related Knowledge and Anxiety Response among Physical Education Teachers during Practical In-Person Lessons: Effects of Potential Moderators . Behavioral Sciences , 12(3), 1-15. https://doi.org/10.3390/bs12030083
Hagan Jr., John Elvis, Quansah, Frank, Kofi Anin, Stephen, Sorkpor, Richmond Stephen, Kwadwo Abieraba, Richard Samuel, Frimpong, James Boadu, Srem-Sai, Medina, and Schack, Thomas. 2022. “COVID-19-Related Knowledge and Anxiety Response among Physical Education Teachers during Practical In-Person Lessons: Effects of Potential Moderators ”. Behavioral Sciences 12 (3): 1-15.
Hagan Jr., J. E., Quansah, F., Kofi Anin, S., Sorkpor, R. S., Kwadwo Abieraba, R. S., Frimpong, J. B., Srem-Sai, M., and Schack, T. (2022). COVID-19-Related Knowledge and Anxiety Response among Physical Education Teachers during Practical In-Person Lessons: Effects of Potential Moderators . Behavioral Sciences 12, 1-15.
Hagan Jr., J.E., et al., 2022. COVID-19-Related Knowledge and Anxiety Response among Physical Education Teachers during Practical In-Person Lessons: Effects of Potential Moderators . Behavioral Sciences , 12(3), p 1-15.
J.E. Hagan Jr., et al., “COVID-19-Related Knowledge and Anxiety Response among Physical Education Teachers during Practical In-Person Lessons: Effects of Potential Moderators ”, Behavioral Sciences , vol. 12, 2022, pp. 1-15.
Hagan Jr., J.E., Quansah, F., Kofi Anin, S., Sorkpor, R.S., Kwadwo Abieraba, R.S., Frimpong, J.B., Srem-Sai, M., Schack, T.: COVID-19-Related Knowledge and Anxiety Response among Physical Education Teachers during Practical In-Person Lessons: Effects of Potential Moderators . Behavioral Sciences . 12, 1-15 (2022).
Hagan Jr., John Elvis, Quansah, Frank, Kofi Anin, Stephen, Sorkpor, Richmond Stephen, Kwadwo Abieraba, Richard Samuel, Frimpong, James Boadu, Srem-Sai, Medina, and Schack, Thomas. “COVID-19-Related Knowledge and Anxiety Response among Physical Education Teachers during Practical In-Person Lessons: Effects of Potential Moderators ”. Behavioral Sciences 12.3 (2022): 1-15.
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2022-04-25T10:11:54Z
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6af41a5ba05cfc98721a8478c290c124
Daten bereitgestellt von European Bioinformatics Institute (EBI)
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Daten bereitgestellt von Europe PubMed Central.
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