The comprehensive analysis of psychosocial and physical risks faced by teachers, along with the proposed health surveillance protocol, underscores the urgent need for effective measures to safeguard educators’ well-being [2]. We would like to highlight a closely related dimension that warrants further exploration: the interplay between teachers’ emotional experiences and the use of technology in educational settings. Schools are inherently socio-relational environments where teachers navigate a broad spectrum of emotions. Amid the central challenge of fostering student development, teaching remains one of the professions most vulnerable to Work-Related Stress Syndrome (WRSS). Emotions are fundamental to both teaching and learning, yet they are increasingly tested by the rapid digital transformation of the educational landscape
The relationship between occupational health surveillance, emotions, and technology use in teachers
Pietro CRESCENZO
Writing – Original Draft Preparation
;
2024-01-01
Abstract
The comprehensive analysis of psychosocial and physical risks faced by teachers, along with the proposed health surveillance protocol, underscores the urgent need for effective measures to safeguard educators’ well-being [2]. We would like to highlight a closely related dimension that warrants further exploration: the interplay between teachers’ emotional experiences and the use of technology in educational settings. Schools are inherently socio-relational environments where teachers navigate a broad spectrum of emotions. Amid the central challenge of fostering student development, teaching remains one of the professions most vulnerable to Work-Related Stress Syndrome (WRSS). Emotions are fundamental to both teaching and learning, yet they are increasingly tested by the rapid digital transformation of the educational landscapeI documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
