Sex differences across teacher’s motivation, teaching satisfaction, loneliness and affects during COVID-19

Abstract

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.

Social anxiety and academic performance during COVID-19 in schoolchildren

“…Regarding methodological procedures, the lack of evaluation of other physiological or psychological measures would provide a more complete picture of the results. For instance, it would be interesting to examine the impact of teachers on academic performance as they have changed their teaching situation in the epidemics [ 40 ]. On the other hand, the use of self-report measures may lead to various biases such as social desirability, acquiescence, etc.…”

El sentido del trabajo en los docentes, y su relación con la implicación laboral y la intención de abandono

“…Por otra parte, el interés en estudiar la implicación en el trabajo se ha debido a los altos niveles de abandono de la profesión (Perera et al, 2018). Se trata de un fenómeno que también se ha puesto de relieve de manera especial tras la pandemia de la CO-VID-19 (Pressley, 2021;Sánchez-Pujalte et al, 2021;Sokal et al, 2020), una época en la que los docentes han tenido que afrontar grandes desafíos en el desempeño de su profesión (González-García et al, 2022).…”