TABLE 3.

Indicators used in content analysis of open-ended survey questions.

Category	Definition and examples	Dimensions	Indicators
Overflow effects on subjective well-being	Influences on individuals’ satisfaction with their own life and positive and negative effects (Diener, 1984) through changes in schedules, role conflicts, and requirements for work and learning intensity. Examples: “I don’t have time to eat anything, I don’t have time to get up from the office; I sit for 6 h with my eyes on the screen, non-stop, in continuous stress” (S1257). “Me and the students feel tired, the eyes fill with tears, personal time no longer exists, we do not have adapted educational content” (T543).	Positive evaluation	•Feeling safe and comfortable at home •Gaining the time previously spent in traffic or for preparations
		Negative evaluation	•Work/family role conflicts •Stress, anxiety, depression •Fatigue •Many hours spent in front of the screen (eye strain, back issues, sleep issues) •Pressure from supervisors (teachers, school principals, and official educational institutions) •Decreasing motivation and engagement •Missing in-person interaction
Identity work	Efforts made by individuals and groups to delineate, maintain, and adapt their identities (Schwalbe and Mason-Schrock, 1996). Examples: “I am glad that some teachers are very involved and want to learn, they ask us for help” (S2981); “We learned that we are alone in this boat. The top of the hierarchy does not provide sustainable support for teachers” (T103).	Defining and affirming	•Referring to group and/or individual •Defining the group •Missing the face-to-face, informal arenas that sustained diverse, nuanced identities (school breaks, extracurricular activities)
		Coding	•Strategies for adapting to online classes •Efforts for developing digital competences
		Policing	•Moral/informal sanctions •Blaming the other group •Unsatisfied with formal regulation
Presentation of self	Efforts made by individuals to present a convincing and convenient identity for an audience, and to receive validation from the audience, in a given situation (Goffman, 1956). Examples: “I don’t feel well at all. I’m an anxious person and I don’t feel good in front of the camera. I feel watched and judged for my imperfections and other things” (S2020) “It is very unpleasant to teach in front of turned off webcams because you do not receive any feedback. In addition, many students stay in bed and may even fall asleep” (T749)	Managing one’s online appearance	•Preoccupation with one’s looks •Preoccupation with how one’s environment appears to others •Gaining and maintaining control of the situation
		Managing webcam activity and demands	Preoccupation with: •Privacy risks •Gaining and maintaining autonomy and comfort •Quality of feedback •Quality of teaching and learning •Quality of assessment •Legal requirements •Relationships and communities