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

Published online by Cambridge University Press:  02 November 2021

Vilmantė Kumpikaitė-Valiūnienė*
Affiliation:
School of Economics and Business, Kaunas University of Technology, Gedimino 50-211, Kaunas, 44249, Lithuania
Jurga Duobienė
Affiliation:
School of Economics and Business, Kaunas University of Technology, Gedimino 50-211, Kaunas, 44249, Lithuania
Vilmantė Liubinienė
Affiliation:
Faculty of Social Sciences, Arts and Humanities, Kaunas University of Technology, K. Donelaičio, 73, 44249 Kaunas, Lithuania
Judita Kasperiūnienė
Affiliation:
Faculty of Informatics, Vytautas Magnus University, Vileikos g. 8, LT-4440, Kaunas, Lithuania
Ilona Tandzegolskienė
Affiliation:
Educational Research Institute, Vytautas Magnus University, Jonavos g. 66–309, Kaunas, Lithuania
*
Author for correspondence: Vilmantė Kumpikaitė-Valiūnienė, E-mail: [email protected]

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.

Type
Research Article
Copyright
Copyright © Cambridge University Press and Australian and New Zealand Academy of Management 2021

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