摘要：One of the many drastic changes caused by Covid-19 was the quick implementation of distance learning which represented a great challenge to many teachers and students who were caught technologically unprepared. In fact, Italy ranks 24th amongst the 27-EU member countries in digital competitiveness which testifies to the significant delays and gaps in basic digital skills amongst the population. Based on the difficulties encountered in organizing distance learning, we assumed that teachers’ perceived stress levels increased. Given that transversal skills can be associated with this relationship, we hypothesized that among these skills, self-efficacy mediated the relationship between the difficulties in organizing distance learning and perceived stress. Since we targeted teachers from Italy and other European countries, we also hypothesized that this mediator effect would be different for both samples. Our sample was composed of a total of 366 primary and middle school teachers of which 85,8% female. After doing a mediation analysis with Process, Hayes’ Model 4, we confirmed both hypotheses resulting in a partial mediation effect of self-efficacy which was different for both samples of teachers. Since the difficulties of distance learning can affect the perception of stress, we believe that the promotion of transversal skills, such as self-efficacy can better equip teachers when facing stressful situations.
