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

Any de publicació: 2022

Número: 42

Pàgines: 217-239

Tipus: Article

DOI: 10.15581/004.42.010 DIALNET GOOGLE SCHOLAR lock_openAccés obert editor

Altres publicacions en: ESE: Estudios sobre educación.

Objectius de Desenvolupament Sostenible

Resum

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.

Referències bibliogràfiques

  • Abós, A., Haerens, L., Sevil, J., Aelterman, N. and García-González, L. (2018). Teachers’ motivation in relation to their psychological functioning and interpersonal style: A variable- and person-centered approach. Teaching and Teacher Education, 74. https://doi.org/10.1016/j.tate.2018.04.010
  • Abós, A., Haerens, L., Sevil, J., Morbee, S., Julián, J. A. and García-González, L. (2019). Does the level of motivation of physical education teachers matter in terms of job satisfaction and emotional exhaustion? A person-centered examination based on self-determination theory. International Journal of Environmental Research and Public Health, 16, 28-39. https://doi.org/10.3390/ijerph16162839
  • Ángel-Alvarado, R., Wilhelmi, M.R. and Belletich, O. (2020). Teaching Autonomy: Does Spanish Education System Achieve the Desired Effect? Psychology, Society & Education, 12(1), 85-96. https://doi.org/10.25115/psye.v10i1.2585
  • Azimeh, S. (2011). Social-emotional loneliness and life satisfaction. Procedia- Social and Behavioral Sciences, 29, 292-295. https://doi.org/10.1016/j.sbspro.2011.11.241
  • Baleghizadeh, S. and Gordani, Y. (2012). Motivation and quality of work life among secondary school EFLteachers. Australian Journal of Teacher Education, 37(3), 30-42.
  • Barreto, M., Victor, C., Hammond, C., Eccles, A., Richins, M. T. and Qualter, P. (2021). Loneliness around the world: Age, gender, and cultural differences in loneliness. Personality and Individual Differences, 169. https://doi.org/10.1016/j.paid.2020.110066
  • Bhatia, N. and Bhatia, S. (2021). Changes in gender stereotypes over time: a computational analysis. Psychology of Women Quarterly, 45(1), 106-125. https://doi.org/10.1177/0361684320977178
  • Bradburn, N. M. (1969). The structure of psychological wellbeing. Chicago: Aldine.
  • Bruinsma, M. and Jansen, E. P. W. A. (2010). Is the motivation to become a teacher related to pre-service teachers’ intentions to remain in the profession? European Journal of Teacher Education, 33, 185-200. https://doi.org/10.1080/02619760903512927
  • Burns-Glover, A. L. and Veith, D. J. (1995). Revisiting gender and teaching evaluation. Sex still makes a different. Journal of Social Behavior & Personality: Special Issue: Gender in the Workplace, 10(6), 69-80.
  • Cacioppo, J. T. and Hawkley, L. C. (2009). Perceived social isolation and cognition. Trends in Cognitive Sciences, 13(10), 447-454. https://doi.org/10.1016/j.tics.2009.06.005
  • Cacioppo, J. T. and Patrick, W. (2008). Loneliness: Human nature and the need for social connection. New York: Norton.
  • Carmona Rodríguez, C., Sánchez Delgado, P. and Bakieva, M. (2011). Actividades extraescolares y rendimiento académico: diferencias en autoconcepto y género. Revista de Investigación Educativa, 29(2), 447-465.
  • Chamundeswari, S. (2013). Job satisfaction and performance of school teachers. International Journal of Academic Research in Business and Social Sciences, 3(5), 420-428.
  • Chang, J.-H., Huang, C.-L. and Lin, Y.-C. (2015). Mindfulness, basic psychological needs fulfillment, and well-being. Journal of Happiness Studies: An Interdisciplinary Forum on Subjective Well-Being, 16(5), 1149-1162. https://doi.org/10.1007/s10902-014-9551-2
  • Chui, W. H. and Wong, M. Y. H. (2016). Gender differences in happiness and life satisfaction among adolescents in Hong Kong: Relationships and selfconcept. Social Indicators Research, 125, 1035-1051. https://doi.org/10.1007/s11205-015-0867-z
  • Clares, M. E. and Gómez, A. (2019). Igualdad de género en educación primaria en las áreas de música y educación física. TRANCES. Transmisión del Conocimiento Educativo y de la Salud, 1(51-62).
  • Coplan, R., Closson, L. and Arbeau, K. (2007). Gender differences in the behavioral associates of loneliness and social dissatisfaction in kindergarten. Journal of Child Psychology and Psychiatry, and Allied Discipline, 48, 988-995. https://doi.org/10.1111/j.1469-7610.2007.01804.x
  • Deci, E. L. and Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268. https://doi.org/10.1207/S15327965PLI1104_01
  • Deci, E. L. and Ryan, R. M. (2015). Self-Determination Theory. In James D. Wright (Ed.), International Encyclopedia of the Social & Behavioral Sciences (pp. 486-499). Amsterdam: Elsevier. https://doi.org/10.1016/B978-0-08-097086-8.26036-4
  • De Nobile, J. J. and McCormick, J. (2008). Job satisfaction of catholic primary school staff: a study of biographical difference. International Journal of Educational Management, 22(2), 135-150. https://doi.org/10.1108/09513540810853549
  • Diekman, A. B. and Eagly, A. H. (2000). Stereotypes as dynamic constructs: Women and men of the past, present, and future. Personality and Social Psychology Bulletin, 26, 1171-1188. http://doi.org/10.1177/0146167200262001
  • Ekkekakis, P. and Petruzello, S. J. (2000). Analysis of the affect measurement conundrum in exercise psychology. I. Fundamental issues. Psychology of Sport and Exercise, 1, 71-88. https://doi.org/10.1016/S1469-0292(00)00010-8
  • Farmer, H. and Vispoel, W. (2014). Attributions of female and male adolescents for real-life failure experiences. The Journal of Experimental Education, 58, 127- 140. https://doi.org/10.1080/00220973.1990.10806529
  • Fernet, C., Senecal, C., Guay, F., March, H. and Dowson, M. (2008). The work tasks motivation scale for teachers (WTMST). Journal of Career Assessment, 16, 256-279.
  • Fokkens-Bruinsma, M. and Canrinus, E. T. (2013). Motivation for becoming a teacher and engagement with the profession: Evidence from different contexts. International Journal of Educational Research, 65, 65-74.
  • Frijters, J., Brown, E. and Greenberg, D. (2019). Gender differences in the reading motivation of adults with low literacy skills. The Wiley Handbook of Adult Literacy, 63-87.
  • Fuentes, S. and Renobell, V. (2020). La influencia del género en el aprendizaje matemático en España. Evidencias desde PISA. Revista de Sociología de la Educación- RASE, 13(1), 63-80. https://doi.org/10.7203/RASE.13.1.16042
  • Giddens, A. (2020). En defensa de la sociología. Madrid: Alianza.
  • Gligorović, B., Terek, E., Glusac, D., Sajfert, Z. and Adamovic, Z. (2014). Job satisfaction and gender differences in job satisfaction of teachers in Serbian primary schools. Journal of Engineering Management and Competitiveness, 4, 94- 100. https://doi.org/10.5937/jemc1402094G
  • Godoy-Izquierdo, D. and Godoy, J. F. (2001). Escala de autoeficacia específica para el afrontamiento del estrés (EAEAE). Versión experimental no publicada.
  • Gumbert, D. E. and Boyd, D. P. (1984). The loneliness of the small business owner. Harvard Business Review, 62(6), 33-38.
  • Gyeltshen, C. and Beri, N. (2018). Workplace happiness: A tool for teacher effectiveness. Indian Journal of Public Health Research & Development, 9, 1816. https://doi.org/10.5958/0976-5506.2018.02253.2.
  • Hartline, M. D. and Ferrell, O. C. (1996). The management of customer-contact service employees: an empirical investigation. Journal of Marketing, 60(4), 52-70.
  • Hein, V., Ries, F., Pires, F., Caune, A., Emeljanovas, A., Ekler, J. H. and Valantiniene, I. (2012). The relationship between teaching styles and motivation to teach among physical education teachers. Journal of Sports Science and Medicine, 11, 123-130.
  • Ho, C. L. and Au, W. T. (2006). Teaching satisfaction scale: Measuring job satisfaction of teachers. Educational and Psychological Measurement, 66(1), 172-185. https://doi.org/10.1177/0013164405278573
  • Jiying, H. and Hongbiao, Y. (2016). Teacher motivation: Definition, research development and implications for teachers. Cogent Education, 3(1). https://doi.org/10.1080/2331186X.2016.1217819
  • Judge, T. and Kammeyer-Mueller, J. (2012). Job Attitudes. Annual Review of Psychology, 63, 341-67. https://doi.org/10.1146/annurev-psych-120710-100511
  • Judge, T., Weiss, H., Kammeyer-Mueller, J. and Hulin, C. (2017). Job attitudes, job satisfaction, and job affect: A century of continuity and of change. Journal of Applied Psychology, 102(3), 356-374. https://doi.org/102. 10.1037/apl0000181
  • Kaersgaard, J. L. B., Christensen, M. K., Søndergaard, P. Y. and Naukkarinen, J. (2020). Gender differences in dentistry: A qualitative study on students’ intrinsic and extrinsic motivations for entering dentistry at higher education. European Journal of Dental Education, 0, 1-11. https://doi.org/10.1111/eje.12625
  • Klassen, R. and Chiu, M. (2010). Effects on teachers’ self-efficacy and job satisfaction: Teacher gender, years of experience, and job stress. Journal of Educational Psychology, 102, 741-756. https://doi.org/10.1037/a0019237
  • Lamas, M. (2000). Diferencias de sexo, género y diferencia sexual. Cuicuilco, 7(18). https://www.redalyc.org/pdf/351/35101807.pdf
  • Lazarus, R. S. (1999). Stress and emotion: A new synthesis. New York: Springer.
  • Lazarus, R. S. (2000). How emotions influence performance in competitive sports. The Sport Psychologist, 14, 229-252.
  • Maes, M., Qualter, P., Vanhalst, J., Van den Noortgate, W. and Goossens, L. (2019). Gender differences in loneliness across the lifespan: A meta-analysis. European Journal of Personality, 33. https://doi.org/10.1002/per.2220
  • Meece, J., Glienke, B. and Burg, S. (2006). Gender and motivation. Journal of School Psychology, 44, 351-373. https://doi.org/10.1016/j.jsp.2006.04.004
  • Miller, H. A., Mire, S. and Kim, B. (2009). Predictors of job satisfaction among police officers: Does personality matter? Journal of Criminal Justice, 37, 419-426.
  • Morawska, A. (2020). The effects of gendered parenting on child development outcomes: A systematic review. Clinical Child and Family Psychology Review, 23(5-6), 1-24. https://doi.org/10.1007/s10567-020-00321-5
  • Moss-Racusin, C. A., Phelan, J. E. and Rudman, L. A. (2010). When men break the gender rules: Status incongruity and backlash against modest men. Psychology of Men & Masculinity, 11(2), 140-151. https://doi.org/10.1037/a0018093
  • Nelson, T. F., Garver, A. K. and Niskodé-Dossett, A. S. (2011). Gender gaps in collegiate teaching style: Variations by course characteristics. Research in Higher Education, 52, 261-277. https://doi.org/10.1007/s11162-010-9193-0
  • Neto, F. and Barros, J. (1992). Solidão nos professores. Revista Portuguesa de Pedagogia, 1, 1-17.
  • Neto, R. (2015). Teachers feel lonely too: A study of teachers’ personal and professional characteristics associated with loneliness. Psico, 46, 321. https://doi.org/10.15448/1980-8623.2015.3.18265
  • Nieto, D. A. and López-Martín, E. (2015). Job satisfaction of secondary school teachers. Revista de Investigación Educativa, 33, 435-452. https://doi.org/10.6018/rie.33.2.202841
  • Oshagbemi, T. (2000). Gender differences in the job satisfaction of university teachers. Women in Management Review, 15, 331-343. https://doi.org/10.1108/09649420010378133
  • Paoletti, J., Gilberto, J. M., Beier, M. E. and Salas, E. (2020). The role of aging, age diversity, and age heterogeneity within teams. In S. J. Czaja, J. Sharit and J. B. James (Eds.), Current and Emerging Trends in Aging and Work (pp. 319-336). Cham: Springer. https://doi.org/10.1007/978-3-030-24135-3_16
  • Perlman, D. and Peplau, L. A. (1982). Theoretical approaches to loneliness. In D. Perlman and L. A. Peplau (Eds.), Loneliness: a Sourcebook of Current Theory, Research and Therapy (pp. 123-134). New York: Wiley-Interscience.
  • Piazza, J. R., Charles, S. T., Stawski, R. S. and Almeida, D. M. (2013). Age and the association between negative affective states and diurnal cortisol. Psychology and Aging, 28(1), 47-56. https://doi.org/10.1037/a0029983
  • Pollo, P. and Kasumovic, M. M. (2022). Let’s talk about sex roles: what affects perceptions of sex differences in animal behaviour? Animal Behaviour, 183, 1-12. https://doi.org/10.1016/j.anbehav.2021.10.016
  • Rodríguez-Mantilla, J. M., Fernández-Díaz, M. J. and Jover, G. (2018). PISA 2015: Predictores del rendimiento en Ciencias en España. Revista de Educación, 38, 75-102. https://doi.org/10.4438/1988-592X-RE-2017-380-373
  • Ruiz-Quiles, M. (2015). Soporte de autonomía y motivación en educación. Consecuencias a nivel contextual y global (Unpublished Doctoral Thesis, Miguel Hernández University).
  • Ruiz-Quiles, M., Moreno-Murcia, J. A. and Vera Lacárcel, J. A. (2015). The support of autonomy and self-determined motivation for teaching satisfaction. European Journal of Education and Psychology, 8, 68-75. https://doi.org/10.1016/j.ejeps.2015.09.002
  • Russell, D. W. (1996). UCLA Loneliness Scale (Version 3): Reliability, Validity, and Factor Structure. Journal of Personality Assessment, 66(1), 20-40.
  • Ryan, R. M., Huta, V. and Deci, E. L. (2008). Living well: a self-determination theory perspective on eudaimonia. Journal of Happiness Studies, 9(1), 139-170. https://doi.org/10.1007/s10902-006-9023-4
  • Saks, A. M. (2006). Antecedents and consequences of employee engagement. Journal of Managerial Psychology, 21(7), 600-619.
  • Saner, T. and Eyupoglu, S. (2012). The Age and Job Satisfaction Relationship in Higher Education. Procedia-Social and Behavioral Sciences, 55, 1020-1026. https://doi.org/10.1016/j.sbspro.2012.09.593
  • Schneider, B. and Bowen, D. E. (1985). Employee and customer perceptions of service in banks: replication and extension. Journal of Applied Psychology, 70, 423-433.
  • Sczesny, S., Nater, C. and Eagly, A. H. (2019). Agency and communion: Their implications for gender stereotypes and gender identities. In A. Abele and B. Wojciszke (Eds.), Agency and communion in social psychology (pp. 103-116). New York: Routledge.
  • Sears, D. O., Peplau, L. A. and Taylor S. E. (1991). Social psychology. Englewood Cliffs: Prentice Hall.
  • Segrin, C. and Domschke, T. (2011). Social support, loneliness, recuperative processes, and their direct and indirect effects on health. Health Communication, 26, 221-232. https://doi.org/10.1080/10410236.2010.546771
  • Segrin, C. and Passalacqua, S. A. (2010). Functions of loneliness, social support, health behaviors, and stress in association with poor health. Health Communication, 25, 312-322. https://doi.org/10.1080/10410231003773334
  • Sîrbu, A. and Dumbravă, A. (2019). Loneliness at work and job performance: The role of burnout and extraversion. Psihologia Resurselor Umane, 17, 7-18. https://doi.org/10.24837/pru.2019.1.491
  • Snipes, R. L., Oswald, S. L., LaTour, M. and Armenakis, A. A. (2005). The effects of specific job satisfaction facets on customer perceptions of service quality: an employee-level analysis. Journal of Business Research, 58, 1330-1339.
  • Solé Blanch, J. (2020). El cambio educativo ante la innovación tecnológica, la pedagogía de las competencias y el discurso de la educación emocional: Una mirada crítica. Teoría de la Educación, 1, 101-121. https://revistas.usal.es/index.php/1130-3743/article/view/teri.20945
  • Spence, J. T. and Helmreich, R. L. (2021). 1. Gender, Sex Roles, and the Psychological Dimensions of Masculinity and Femininity. In Masculinity and Femininity: Their Psychological Dimensions, Correlates, and Antecedents (pp. 1-18). New York: University of Texas Press. https://doi.org/10.7560/764439-002
  • Stamov-Roßnagel, C. and Biemann, T. (2012). Ageing and work motivation: a tasklevel perspective. Journal of Managerial Psychology, 27(5), 459-478. https://doi.org/10.1108/02683941211235382
  • Tabancali, E. (2016). The relationship between teachers’ job satisfaction and loneliness at the workplace. Eurasian Journal of Educational Research, 66, 263-280, https://doi.org/10.14689/ejer.2016.66.15
  • Valenzuela, R., Codina, N. and Pestana, J. V. (2020). Gender-differences in conservatoire music practice maladjustment. Can contextual professional goals and context-derived psychological needs satisfaction account for amotivation variations? PLoS ONE, 15(5). https://doi.org/10.1371/journal.pone.0232711
  • Velarde-Mayol, C., Fragua-Gil, S. and García de Cecilia, J. M. (2015). Validación de la escala de soledad de UCLA y perfil social en la población anciana que vive sola. Semergen, 42(3), 177-183. https://doi.org/10.1016/j.semerg.2015.05.017
  • Vera González, R. (2020). Criterios personalistas para una evaluación antropológica del empleo de las tecnologías en la escuela. Revista Educación, 44(1), 128- 145. https://doi.org/10.15517/revedu.v44i1.35406
  • von Soest, T., Luhmann, M., Hansen, T. and Gerstorf, D. (2020). Development of loneliness in midlife and old age: Its nature and correlates. Journal of Personality and Social Psychology, 118(2), 388-406. https://doi.org/10.1037/pspp0000219
  • Warr, P. B., Barter, J. and Brownbridge, G. (1983). On the independence of positive and negative affect. Journal of Personality and Social Psychology, 44(3), 644- 651. https://doi.org/10.1037/0022-3514.44.3.644
  • Weiner, G. (2010). Gender and education in Europe: a literature overview. Gender Differences in Educational Outcomes. Bruselas: Eurydice.
  • Wolfram, H. J., Mohr, G. and Borchert, J. (2009). Gender Role Self-concept, Gender-role Conflict, and Well-being in Male Primary School Teachers. Sex Roles, 60, 114-127. https://doi.org/10.1007/s11199-008-9493-
  • Yilmaz, E. and Aslan, H. (2013). Investigation of teachers’ loneliness at work and life satisfaction. Pegem Egitim ve Ogretim Dergisi, 3(3), 59-69.
  • Zhang, P. (2013). The affective response model: A theoretical framework of affective concepts and their relationships in the ICT context. Management Information Systems Quarterly (MISQ), 37, 247-274. https://doi.org/10.25300/MISQ/2013/37.1.11