Patterns of satisfaction with personal lives and online teaching among primary and middle school teachers during the COVID-19 pandemic

IF 3.6 2区心理学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Psychology Pub Date : 2023-08-02 DOI:10.1080/01443410.2023.2241688

Bo Chen, Q. Li, Tianchang Li, Xinyue Wu, Lingyan Shen, Rui Zhen

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Abstract

Abstract This study aims to examine the co-existing patterns of teachers’ satisfaction with personal lives and online teaching, and the factors of these patterns during the pandemic. Self-report questionnaire was administered to 751 primary and secondary school teachers in China during the pandemic. Latent profile analysis and multiple logistic regression were used. We found four patterns: Low satisfaction, High life–Low teaching satisfaction, Low life–Medium teaching satisfaction, and High satisfaction group. Sense of control was more associated with High life–Low teaching satisfaction group. Teaching efficacy and family interference with work were more associated with High satisfaction group. Job burnout and work interference with family were more associated with Low satisfaction and Low life–Medium teaching satisfaction group. The findings indicate the heterogeneity of teachers’ satisfaction with personal lives and online teaching during the pandemic. Grade, sense of control, teaching efficacy, job burnout, and work–family conflict are important factors.

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新冠肺炎大流行期间中小学教师对个人生活和在线教学的满意度模式

摘要本研究旨在检验疫情期间教师对个人生活和在线教学的满意度的共同存在模式，以及这些模式的影响因素。在疫情期间，对中国751名中小学教师进行了自我报告问卷调查。采用潜势分析和多元逻辑回归。我们发现了四种模式：低满意度、高生活-低教学满意度、低生活-中等教学满意度和高满意度群体。控制感与高生活-低教学满意度组的关系更密切。教学效能感和家庭对工作的干扰与高满意度组的关系更密切。工作倦怠和对家庭的工作干扰与低满意度和低生活-中等教学满意度组更相关。研究结果表明，在疫情期间，教师对个人生活和在线教学的满意度存在异质性。年级、控制感、教学效能、工作倦怠和工作与家庭冲突是重要因素。

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来源期刊

Educational Psychology Multiple-

CiteScore

6.40

自引率

6.20%

发文量

期刊介绍： This journal provides an international forum for the discussion and rapid dissemination of research findings in psychology relevant to education. The journal places particular emphasis on the publishing of papers reporting applied research based on experimental and behavioural studies. Reviews of relevant areas of literature also appear from time to time. The aim of the journal is to be a primary source for articles dealing with the psychological aspects of education ranging from pre-school to tertiary provision and the education of children with special needs. The prompt publication of high-quality articles is the journal"s first priority. All contributions are submitted "blind" to at least two independent referees before acceptance for publication.