Teachers’ well-being, emotions, and motivation during emergency remote teaching due to COVID-19

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dc.contributor.authorPanadero, Ernesto
dc.contributor.authorFraile Ruiz, Juan
dc.contributor.authorPinedo Castillo, Leire
dc.contributor.authorRodríguez Hernández, Carlos Felipe
dc.contributor.authorBalerdi Eizmendi, Eneko
dc.contributor.authorDíez Ruiz, Fernando
dc.date.accessioned2025-05-19T10:31:37Z
dc.date.available2025-05-19T10:31:37Z
dc.date.issued2022-03-28
dc.date.updated2025-05-19T10:31:37Z
dc.description.abstractThis 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.en
dc.description.sponsorshipSpanish National R + D call from the Ministerio de Ciencia, Innovación y Universidades (Generación del conocimiento 2020), reference number PID2019-108982GB-I00, and Universidad Francisco de Vitoria call for Research in Educational Innovation 2020, reference number UFV2020-46en
dc.identifier.citationPanadero, E., Fraile, J., Pinedo, L., Rodríguez-Hernández, C., Balerdi, E., & Díez, F. (2022). Teachers’ well-being, emotions, and motivation during emergency remote teaching due to COVID-19. Frontiers in Psychology, 13. https://doi.org/10.3389/FPSYG.2022.826828
dc.identifier.doi10.3389/FPSYG.2022.826828
dc.identifier.eissn1664-1078
dc.identifier.urihttp://hdl.handle.net/20.500.14454/2767
dc.language.isoeng
dc.publisherFrontiers Media S.A.
dc.rights© 2022 Panadero, Fraile, Pinedo, Rodríguez-Hernández, Balerdi and Díez
dc.subject.otherCOVID-19
dc.subject.otherEmergency remote teaching
dc.subject.otherTeachers’ emotional reactions
dc.subject.otherTeachers’ motivations
dc.subject.otherTeachers’ well-being
dc.titleTeachers’ well-being, emotions, and motivation during emergency remote teaching due to COVID-19en
dc.typejournal article
dcterms.accessRightsopen access
oaire.citation.titleFrontiers in Psychology
oaire.citation.volume13
oaire.licenseConditionhttps://creativecommons.org/licenses/by/4.0/
oaire.versionVoR
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