Description
The file contains anonymized data from 396 participants (university teachers) who fully completed the questionnaire with the following scales. Work-life and life-work conflict: The Work/Nonwork Interference and Enhancement Scale (Fisher et al., 2009) was used to assess participants’ perceptions of work-life and life-work conflict during the lockdown. They were asked to rate their agreement (1 = completely disagree, 5 = completely agree) with 10 statements regarding (a) work-life conflict (e.g., “I often neglect my personal needs because of the demands of my work”, 5 items, α = .92) and (b) life-work conflict (e.g., “I am too tired to be effective at work because of things I have going on in my personal life”, 5 items, α = .87). Burnout: To evaluate participants’ perceptions of burnout, an adaptation of the Maslach Burnout Inventory (Maslach & Jackson, 1981) was used. Participants indicated how frequently (1 = never, 5 = always) they experienced ten different situations during the lockdown (e.g., “I feel emotionally drained from my work”). Perceived performance: The “Productivity” dimension of the E-Work Life Scale (Grant et al., 2018) was used to assess participants’ perceptions regarding their performance while teleworking. They rated their agreement (1 = completely disagree, 5 = completely agree) with four different statements (e.g., “E-working makes me more effective to deliver against my key objectives and deliverables”). Willingness to continue teleworking: To assess participants’ willingness to continue teleworking after the pandemic, they were asked to rate their agreement (1 = completely disagree, 5 = completely agree) with three statements: “I now hold a positive view of teleworking”, “I hope to have opportunities to keep teleworking”, and “I am motivated to keep teleworking”.
Data de disponibilização | 2021 |
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Editora | Universidade Católica Portuguesa |
Data da produção de dados | 15 fev. 2021 - 12 abr. 2021 |