Teachers presented low median QoL scores, especially in the Mental Component Summary, suggesting that it would be beneficial to promote a better workload distribution for teachers in emergency contexts, considering the adverse effects of teleworking. Pandemic work hours and negative work–family balance increase the risk of reducing the Mental Component Summary (OR: 1.902 OR: 3.996, respectively). A total of 78.7% of teachers reported having increased their work hours during the COVID-19 pandemic due to teleworking and 86% indicated negative effects on their work–family balance. Teachers who were ≤44 showed lower deterioration risks in the Physical Component Summary (OR: 0.54) than the ≥45-year-old age group simultaneously, the younger group (≤44 years) had a greater risk (OR: 2.46) of deterioration in the Mental Component Summary than teachers over 45 years. Teachers had a low QoL score, associated with age ( p < 0.05). A total of 336 teachers from across Chile participated in this study. QoL was evaluated via the SF-36 questionnaire, work hours and work–family balance in the pandemic. Teachers from across Chile were contacted via email and social media to answer an online survey. This study evaluates the association between work hours, work–family balance and quality of life (QoL) among teachers during the Chilean health emergency of the COVID-19 pandemic.
Background: Teachers worldwide had to reinvent their work routine according to teleworking during the COVID-19 pandemic, a work format that negatively impacts individuals’ physical and mental health.
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