Cyberbullying Against Teachers in Latin America During the Pandemic: The Negative Effects on Their Levels of Well-Being Through Burnout

Autores
Varela, Jorge Javier; Álamos, Pilar; Guzmán, Paulina; Marsollier, Roxana; Expósito, Cristián David; López, Cindy; Miranda, Rafael
Año de publicación
2025
Idioma
español castellano
Tipo de recurso
artículo
Estado
versión publicada
Descripción
Fil: Varela, Jorge Javier. Universidad del Desarrollo. Facultad de Psicología; Chile
Fil: Álamos, Pilar. Pontificia Universidad Catolica de Chile. Facultad de Educación; Chile
Fil: Guzmán, Paulina. Universidad del Desarrollo. Facultad de Psicología; Chile
Fil: Marsollier, Roxana. Universidad Nacional de Cuyo; Argentina
Fil: Marsollier, Roxana. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina
Fil: Expósito, Cristián. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina
Fil: Expósito, Cristián. Universidad Nacional de Cuyo; Argentina
Fil: Expósito, Cristián. Pontificia Universidad Católica Argentina. Facultad de Humanidades y Ciencias Económicas; Argentina
During the Pandemic teachers switch from in-person classes to online platforms during 2021–22. This context enabled cyberbullying against teachers from students, which negatively impact their well-being. Previous studies have focused on school violence against teachers, but less is known about cyberbullying against teachers while considering teacher burnout dimensions. We used a sample of 1,387 teachers (M = 42.2, SD = 10.1; female, 79.1%) from Chile, Peru, Argentina, Colombia, and Ecuador. Using structural equation modeling, we found that higher levels of cyberbullying are associated with lower levels of teachers’ well-being and mediated by psychological exhaustion but not by enthusiasm toward the job scale. Our results confirm the adverse effects of cyberbullying on teachers’ well-being. We highlight two burnout dimensions as possible underlying mechanics to better understand this relationship. Therefore, prevention programs can include skills and teacher resources to deal with cyberbullying and burnout to moderate the negative impact on their well-being.
Fuente
Journal of School Violence. 2025, 24(3)
Materia
BULLYING
CYBERBULLYING
BURNOUT
AMERICA LATINA
DOCENTES
Nivel de accesibilidad
acceso abierto
Condiciones de uso
https://creativecommons.org/licenses/by-nc-sa/4.0/
Repositorio
Repositorio Institucional (UCA)
Institución
Pontificia Universidad Católica Argentina
OAI Identificador
oai:ucacris:123456789/20042
Acceder
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oai_identifier_str oai:ucacris:123456789/20042
network_acronym_str RIUCA
repository_id_str 2585
network_name_str Repositorio Institucional (UCA)
spelling Cyberbullying Against Teachers in Latin America During the Pandemic: The Negative Effects on Their Levels of Well-Being Through BurnoutVarela, Jorge JavierÁlamos, PilarGuzmán, PaulinaMarsollier, RoxanaExpósito, Cristián DavidLópez, CindyMiranda, RafaelBULLYINGCYBERBULLYINGBURNOUTAMERICA LATINADOCENTESFil: Varela, Jorge Javier. Universidad del Desarrollo. Facultad de Psicología; ChileFil: Álamos, Pilar. Pontificia Universidad Catolica de Chile. Facultad de Educación; ChileFil: Guzmán, Paulina. Universidad del Desarrollo. Facultad de Psicología; ChileFil: Marsollier, Roxana. Universidad Nacional de Cuyo; ArgentinaFil: Marsollier, Roxana. Consejo Nacional de Investigaciones Científicas y Técnicas; ArgentinaFil: Expósito, Cristián. Consejo Nacional de Investigaciones Científicas y Técnicas; ArgentinaFil: Expósito, Cristián. Universidad Nacional de Cuyo; ArgentinaFil: Expósito, Cristián. Pontificia Universidad Católica Argentina. Facultad de Humanidades y Ciencias Económicas; ArgentinaDuring the Pandemic teachers switch from in-person classes to online platforms during 2021–22. This context enabled cyberbullying against teachers from students, which negatively impact their well-being. Previous studies have focused on school violence against teachers, but less is known about cyberbullying against teachers while considering teacher burnout dimensions. We used a sample of 1,387 teachers (M = 42.2, SD = 10.1; female, 79.1%) from Chile, Peru, Argentina, Colombia, and Ecuador. Using structural equation modeling, we found that higher levels of cyberbullying are associated with lower levels of teachers’ well-being and mediated by psychological exhaustion but not by enthusiasm toward the job scale. Our results confirm the adverse effects of cyberbullying on teachers’ well-being. We highlight two burnout dimensions as possible underlying mechanics to better understand this relationship. Therefore, prevention programs can include skills and teacher resources to deal with cyberbullying and burnout to moderate the negative impact on their well-being.Taylor & Francis2025info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/resource_type/c_6501info:ar-repo/semantics/articuloapplication/pdfhttps://repositorio.uca.edu.ar/handle/123456789/200421538-82201538-823910.1080/15388220.2025.2483270Journal of School Violence. 2025, 24(3)reponame:Repositorio Institucional (UCA)instname:Pontificia Universidad Católica Argentinaspainfo:eu-repo/semantics/openAccesshttps://creativecommons.org/licenses/by-nc-sa/4.0/2025-11-13T10:18:51Zoai:ucacris:123456789/20042instacron:UCAInstitucionalhttps://repositorio.uca.edu.ar/Universidad privadaNo correspondehttps://repositorio.uca.edu.ar/oaiclaudia_fernandez@uca.edu.arArgentinaNo correspondeNo correspondeNo correspondeopendoar:25852025-11-13 10:18:52.215Repositorio Institucional (UCA) - Pontificia Universidad Católica Argentinafalse
dc.title.none.fl_str_mv Cyberbullying Against Teachers in Latin America During the Pandemic: The Negative Effects on Their Levels of Well-Being Through Burnout
title Cyberbullying Against Teachers in Latin America During the Pandemic: The Negative Effects on Their Levels of Well-Being Through Burnout
spellingShingle Cyberbullying Against Teachers in Latin America During the Pandemic: The Negative Effects on Their Levels of Well-Being Through Burnout
Varela, Jorge Javier
BULLYING
CYBERBULLYING
BURNOUT
AMERICA LATINA
DOCENTES
title_short Cyberbullying Against Teachers in Latin America During the Pandemic: The Negative Effects on Their Levels of Well-Being Through Burnout
title_full Cyberbullying Against Teachers in Latin America During the Pandemic: The Negative Effects on Their Levels of Well-Being Through Burnout
title_fullStr Cyberbullying Against Teachers in Latin America During the Pandemic: The Negative Effects on Their Levels of Well-Being Through Burnout
title_full_unstemmed Cyberbullying Against Teachers in Latin America During the Pandemic: The Negative Effects on Their Levels of Well-Being Through Burnout
title_sort Cyberbullying Against Teachers in Latin America During the Pandemic: The Negative Effects on Their Levels of Well-Being Through Burnout
dc.creator.none.fl_str_mv Varela, Jorge Javier
Álamos, Pilar
Guzmán, Paulina
Marsollier, Roxana
Expósito, Cristián David
López, Cindy
Miranda, Rafael
author Varela, Jorge Javier
author_facet Varela, Jorge Javier
Álamos, Pilar
Guzmán, Paulina
Marsollier, Roxana
Expósito, Cristián David
López, Cindy
Miranda, Rafael
author_role author
author2 Álamos, Pilar
Guzmán, Paulina
Marsollier, Roxana
Expósito, Cristián David
López, Cindy
Miranda, Rafael
author2_role author
author
author
author
author
author
dc.subject.none.fl_str_mv BULLYING
CYBERBULLYING
BURNOUT
AMERICA LATINA
DOCENTES
topic BULLYING
CYBERBULLYING
BURNOUT
AMERICA LATINA
DOCENTES
dc.description.none.fl_txt_mv Fil: Varela, Jorge Javier. Universidad del Desarrollo. Facultad de Psicología; Chile
Fil: Álamos, Pilar. Pontificia Universidad Catolica de Chile. Facultad de Educación; Chile
Fil: Guzmán, Paulina. Universidad del Desarrollo. Facultad de Psicología; Chile
Fil: Marsollier, Roxana. Universidad Nacional de Cuyo; Argentina
Fil: Marsollier, Roxana. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina
Fil: Expósito, Cristián. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina
Fil: Expósito, Cristián. Universidad Nacional de Cuyo; Argentina
Fil: Expósito, Cristián. Pontificia Universidad Católica Argentina. Facultad de Humanidades y Ciencias Económicas; Argentina
During the Pandemic teachers switch from in-person classes to online platforms during 2021–22. This context enabled cyberbullying against teachers from students, which negatively impact their well-being. Previous studies have focused on school violence against teachers, but less is known about cyberbullying against teachers while considering teacher burnout dimensions. We used a sample of 1,387 teachers (M = 42.2, SD = 10.1; female, 79.1%) from Chile, Peru, Argentina, Colombia, and Ecuador. Using structural equation modeling, we found that higher levels of cyberbullying are associated with lower levels of teachers’ well-being and mediated by psychological exhaustion but not by enthusiasm toward the job scale. Our results confirm the adverse effects of cyberbullying on teachers’ well-being. We highlight two burnout dimensions as possible underlying mechanics to better understand this relationship. Therefore, prevention programs can include skills and teacher resources to deal with cyberbullying and burnout to moderate the negative impact on their well-being.
description Fil: Varela, Jorge Javier. Universidad del Desarrollo. Facultad de Psicología; Chile
publishDate 2025
dc.date.none.fl_str_mv 2025
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
http://purl.org/coar/resource_type/c_6501
info:ar-repo/semantics/articulo
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv https://repositorio.uca.edu.ar/handle/123456789/20042
1538-8220
1538-8239
10.1080/15388220.2025.2483270
url https://repositorio.uca.edu.ar/handle/123456789/20042
identifier_str_mv 1538-8220
1538-8239
10.1080/15388220.2025.2483270
dc.language.none.fl_str_mv spa
language spa
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
https://creativecommons.org/licenses/by-nc-sa/4.0/
eu_rights_str_mv openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by-nc-sa/4.0/
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Taylor & Francis
publisher.none.fl_str_mv Taylor & Francis
dc.source.none.fl_str_mv Journal of School Violence. 2025, 24(3)
reponame:Repositorio Institucional (UCA)
instname:Pontificia Universidad Católica Argentina
reponame_str Repositorio Institucional (UCA)
collection Repositorio Institucional (UCA)
instname_str Pontificia Universidad Católica Argentina
repository.name.fl_str_mv Repositorio Institucional (UCA) - Pontificia Universidad Católica Argentina
repository.mail.fl_str_mv claudia_fernandez@uca.edu.ar
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score 13.24909

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