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

  1. Higinio González-García
  2. Silvia Fuentes 1
  3. Víctor Renobell 2
  1. 1 Faculty of Education. Universidad Internacional de La Rioja (UNIR). Av. de la Paz, 137, 26006, Logroño (Spain)
  2. 2 Faculty of Law. Universidad Internacional de La Rioja (UNIR). Av. de la Paz, 137, 26006, Logroño (Spain)
Revista:
ESE: Estudios sobre educación.

ISSN: 1578-7001

Ano de publicación: 2022

Número: 42

Páxinas: 217-239

Tipo: Artigo

DOI: 10.15581/004.42.010 DIALNET GOOGLE SCHOLAR lock_openAcceso aberto editor

Outras publicacións en: ESE: Estudios sobre educación.

Obxectivos de Desenvolvemento Sustentable

Resumo

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.

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