Open AccessSex differences across teacher’s motivation, teaching satisfaction, loneliness and affects during COVID-19
Author(s) -
Higinio González-García,
Silvia Fuentes de Frutos,
Víctor Renobell Santarén
Publication year - 2022
Publication title -
estudios sobre educación/ese. estudios sobre educación
Language(s) - English
Resource type - Journals
eISSN - 2386-6292
pISSN - 1578-7001
DOI - 10.15581/004.42.010
Subject(s) - loneliness , psychology , psychological intervention , covid-19 , balance (ability) , clinical psychology , social psychology , developmental psychology , medicine , disease , neuroscience , psychiatry , infectious disease (medical specialty) , pathology
Motivation, teaching satisfaction, loneliness and affects are significant variables concerning the quality of teaching performance. Nevertheless, the presence of the homebased teaching during COVID- 19 could have influenced these variables. As such, the goals of this research were to examine whether there are sex differences in teacher’s motivation, teaching satisfaction, loneliness and affects; and if there is any association of age on teacher motivation, teaching satisfaction, loneliness and affects. A sample of 315 teachers (Mage=41.95; SD=10.18) participated in the study and fulfilled a series of self-report questionnaires during COVID-19 homebased teaching. Results revealed significant sex differences in identified regulation, loneliness, and balance of negative affects. In particular, female teachers reported significantly higher scores in identified regulation and balance of negative affects and men reported higher scores in loneliness. In conclusion, it should be considered to create interventions to help teachers to reduce the negative consequences of loneliness and negative affects on teaching performance and to enhance motivational profiles, especially among men teachers.