Effects of psychological need thwarting during COVID-19 remote instruction on Chinese, math, and EFL teachers’ well-being and online teaching intentions

Abstract

Background The COVID-19 pandemic’s “Great Online Transition” significantly impacted teachers. Existing research on Emergency Remote Teaching (ERT) lacks longitudinal designs and consideration of subject-specific contexts. This study, using the Stressor-Strain-Outcome framework, investigates psychological needs thwarting (PNT) during ERT on teachers’ well-being and online teaching intentions, considering subject of instruction as a potential factor. Methods Data were collected from 1,369 Chinese primary and middle school teachers of Chinese literature, mathematics, and English as a Foreign Language (EFL) at two time points: two weeks after ERT implementation (Time 1, mid-November 2021) and two months later, after returning to face-to-face teaching (Time 2, mid-January 2022). PNT, emotional exhaustion, psychological distress, and intention towards online teaching were evaluated. Results Among the types of PNT, competence thwarting emerged as the strongest predictor of emotional exhaustion, which was, in turn, associated with reduced online teaching intention and increased psychological distress. EFL teachers showed stronger associations between PNT, emotional exhaustion, and adverse outcomes, indicating higher susceptibility to strain during ERT. Conclusion Subject of instruction, particularly for EFL teachers, significantly influences the relationship between PNT and teacher outcomes during ERT. Our findings underscore the need for subject-specific support strategies in online teaching environments. Supplementary Information The online version contains supplementary material available at 10.1038/s41598-024-79418-8.