The lockdown due to COVID-19 in Italy resulted in the sudden closure of schools, with a shift from traditional teaching to the online one. Through an online questionnaire, this survey explores teachers' experience of online teaching, the level of risk factors (e.g., stress) and protective factors (e.g., locus of control) and their impact on satisfaction levels during the social distancing. One hundred seven high school teachers from Lombardy, an Italian region very affected by the COVID-19 outbreak, participated. Results show that depression and stress are the main predictors of satisfaction levels for online teaching. In addition, coping, locus of control and self-efficacy emerge as important protective factors. Finally, although there is great satisfaction with the online teaching experience, critical elements emerged. This study is relevant because it describes the critical elements of the online teaching experience, and identifies some protective factors and the main risk factors in teachers operating in an area strongly marked by social restrictions imposed by the pandemic. High school teachers emerge as a sub-group of the general population with specific psychological reactions. Considering the results, it is possible to suggest providing high-quality educational support and crisis-psychological oriented services to teachers, and help to maintain the psychological well-being.

中文翻译：

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COVID-19 大流行期间风险和保护因素对意大利高中教师在线教学体验的影响

意大利因 COVID-19 导致的封锁导致学校突然关闭，从传统教学转向在线教学。通过在线问卷调查，本次调查探讨了教师在线教学的体验、风险因素（如压力）和保护因素（如控制点）的水平及其对社会疏离期间满意度水平的影响。来自意大利伦巴第大区（受 COVID-19 爆发影响很大）的 107 名高中教师参加了此次活动。结果表明，抑郁和压力是在线教学满意度的主要预测因素。此外，应对、控制点和自我效能感成为重要的保护因素。最后，虽然人们对在线教学体验非常满意，但关键因素也出现了。这项研究具有相关性，因为它描述了在线教学体验的关键要素，并确定了在大流行造成的社会限制强烈的地区工作的教师的一些保护因素和主要风险因素。高中教师作为具有特定心理反应的普通人群中的一个子群体出现。考虑到结果，可以建议为教师提供高质量的教育支持和危机心理导向服务，并有助于维持心理健康。高中教师作为具有特定心理反应的普通人群中的一个子群体出现。考虑到结果，可以建议为教师提供高质量的教育支持和危机心理导向服务，并有助于维持心理健康。高中教师作为具有特定心理反应的普通人群中的一个子群体出现。考虑到结果，可以建议为教师提供高质量的教育支持和危机心理导向服务，并有助于维持心理健康。