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

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 cyber...

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Autores principales: Varela, Jorge Javier, Álamos, Pilar, Guzmán, Paulina, Marsollier, Roxana, Expósito, Cristián David, López, Cindy, Miranda, Rafael
Formato: Artículo
Lenguaje:Español
Publicado: Taylor & Francis 2025
Materias:
BULLYING
CYBERBULLYING
BURNOUT
AMERICA LATINA
DOCENTES
Acceso en línea:https://repositorio.uca.edu.ar/handle/123456789/20042
Aporte de:
Repositorio Institucional de la Universidad Católica Argentina (UCA) de Universidad Católica Argentina
id I33-R139-123456789-20042
record_format dspace
spelling I33-R139-123456789-200422025-07-09T05:01:58Z Cyberbullying Against Teachers in Latin America During the Pandemic: The Negative Effects on Their Levels of Well-Being Through Burnout Varela, Jorge Javier Álamos, Pilar Guzmán, Paulina Marsollier, Roxana Expósito, Cristián David López, Cindy Miranda, Rafael BULLYING CYBERBULLYING BURNOUT AMERICA LATINA DOCENTES 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. 2025-07-08T12:39:20Z 2025-07-08T12:39:20Z 2025 Artículo 1538-8220 1538-8239 https://repositorio.uca.edu.ar/handle/123456789/20042 10.1080/15388220.2025.2483270 spa Atribución 4.0 Internacional http://creativecommons.org/licenses/by/4.0/ application/pdf Taylor & Francis Journal of School Violence. 2025, 24(3)
institution Universidad Católica Argentina
institution_str I-33
repository_str R-139
collection Repositorio Institucional de la Universidad Católica Argentina (UCA)
language Español
topic BULLYING
CYBERBULLYING
BURNOUT
AMERICA LATINA
DOCENTES
spellingShingle BULLYING
CYBERBULLYING
BURNOUT
AMERICA LATINA
DOCENTES
Varela, Jorge Javier
Álamos, Pilar
Guzmán, Paulina
Marsollier, Roxana
Expósito, Cristián David
López, Cindy
Miranda, Rafael
Cyberbullying Against Teachers in Latin America During the Pandemic: The Negative Effects on Their Levels of Well-Being Through Burnout
topic_facet BULLYING
CYBERBULLYING
BURNOUT
AMERICA LATINA
DOCENTES
description 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.
format Artículo
author Varela, Jorge Javier
Álamos, Pilar
Guzmán, Paulina
Marsollier, Roxana
Expósito, Cristián David
López, Cindy
Miranda, Rafael
author_facet Varela, Jorge Javier
Álamos, Pilar
Guzmán, Paulina
Marsollier, Roxana
Expósito, Cristián David
López, Cindy
Miranda, Rafael
author_sort Varela, Jorge Javier
title Cyberbullying Against Teachers in Latin America During the Pandemic: The Negative Effects on Their Levels of Well-Being Through Burnout
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
publisher Taylor & Francis
publishDate 2025
url https://repositorio.uca.edu.ar/handle/123456789/20042
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