Teachers’ Well-Being, Emotions, and Motivation During Emergency Remote Teaching Due to COVID-19

Abstract

This study explores the effects of the shift to emergency remote teaching (ERT) on teachers’ levels of well-being, emotions, and motivation. A total of 936 Spanish teachers participated in this nationwide survey from all educational levels, thus allowing comparison among levels, which is a novelty and strength of our study. Four aspects were explored: (1) instructional adaptation to ERT; (2) well-being changes and the main challenges in this regard; (3) changes in emotions; and (4) changes in motivation and the main factors. Importantly, we explored a number of teacher characteristics (e.g., gender, age) for the three last aspects. Our results show that teachers felt the impact of ERT on their well-being, emotions, and motivation. Additionally, female teachers, teachers with students of low socioeconomic status (SES), in public schools, and primary and secondary teachers were the most affected groups. This indicates that the impact of ERT differed and some populations of teachers are more at risk of suffering burnout because of ERT.

Teachers during the COVID-19 Era: The Mediation Role Played by Mentalizing Ability on the Relationship between Depressive Symptoms, Anxious Trait, and Job Burnout

“…At a global level, during the COVID-19 outbreak, several studies showed that teachers' job burnout was related to emotional dysregulation and negative emotions [6] affecting the understanding of other mental states, and the use of the remote format to teach and interact with students [8]. Regarding the Italian context, Chirico and colleagues [23] estimated that 16.9% of the teachers surveyed suffered from some forms of burnout and, in particular, teachers working in science, technology, engineering, and mathematics showed higher levels of depersonalization compared with their colleagues teaching humanities subjects.…”

“…The sudden and unstable changes in the teaching-related formats put a strain on educational settings as well as on teachers' functioning [4] and on their job demands [5]. In this vein, several studies [6][7][8][9][10] investigated the impact of those changes on teachers, showing that they had a high risk to develop stress-related symptomatology, specifically in terms of depressive symptoms and anxiety. The challenges imposed by the management of teaching activities during the COVID-19 pandemic, and the associated stress, had an impact on job burnout.…”

Opinions of Future Teachers on Competencies for Working With Students With Developmental Disabilities

“…The correlation is significant at the level p< 0.01 p-ISSN: 2184-044X e-ISSN: 2184-1489ISBN: 978-989-53614-5-8 © 2022 The same can be related to the research from Vannini (2011) whose results show that a clear desire and motivation for the teaching profession of students is defined between 15 and 19 years of age, and the acquisition of additional competencies in addition to personal experience is greatly influenced by contextual aspects such as GDP, institutional culture, sense of belonging (community, profession, etc. ) and relationships with colleagues and teachers (Panadero, Fraile, Pinedo, Rodríguez-Hernández, Balerdi, & Díez, 2022). One-way analysis of variance (ANOVA) was used to examine the differences between students (future teachers) in the motivation to teach students with DD and to acquire additional competencies with regard to the academic year of study.…”

An ecological examination of the emotions of Chinese high school mathematics teachers in a long-term teaching improvement program

“…Therefore, researchers all over the world are interested in teachers’ emotions. They have investigated various categories, antecedents, and consequences of teacher emotions ( Frenzel et al, 2009b ; Bahia et al, 2013 ; Aldrup et al, 2017 ; Taxer et al, 2019 ; Buric et al, 2020 ; Martínez-Sierra et al, 2022 ; Panadero et al, 2022 ; Tao, 2022 ). As research on teacher emotions has advanced and deepened, researchers have realized that teachers develop emotions within person–event interactions under different environments ( Schutz et al, 2006 ).…”