A cross-sectional study of teacher’s motivational profiles during COVID-19 lockdown: relationship with teaching satisfaction, loneliness and affects

Abstract

The study classified motivational teaching profiles and examined whether they differed significantly in terms of satisfaction, loneliness, and affects. The sample consisted of 315 teachers working in Spanish educational institutions during the COVID-19 pandemic (Mage=41.95; SD=10.18; 33% male), who completed the following online questionnaires: the Work Tasks Motivation Scale, the Teaching Satisfaction Scale for Teachers, the Affective Balance Scale, and the UCLA Loneliness Scale. The results revealed two profiles: (a) an average intrinsic motivation profile, characterized by average intrinsic motivation and identified regulation, and low levels of introjected regulation, external regulation, and amotivation; and (b) a high amotivation profile, characterized by low intrinsic motivation, low identified and introjected regulation, but high external regulation and amotivation. MANOVA analyses revealed significant differences between the profiles in terms of loneliness (F=29.76; η² = 0.80), teaching satisfaction (F=102.75; η² = 0.24), positive affect (F=12.28; η² = 0.30), and negative affect (F=63.19; η² = 0.16). Teachers in the average intrinsic motivation profile (a) reported higher levels of teaching satisfaction and positive affects, as well as lower levels of negative affects. However, contrary to previous findings, they also reported higher levels of loneliness. In conclusion, the study identified two distinct motivational profiles among teachers, associated with significant differences in loneliness, teaching satisfaction, and affective balance. The findings underscore the importance of further research and targeted interventions, particularly to support male and older teachers experiencing low motivation