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

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.

Keywords:

• COVID-19
• primary and secondary school teachers
• satisfaction with online teaching
• satisfaction with personal lives
• latent profile analysis

Acknowledgements

The authors thank teachers of the participating schools for their time and support, and research assistants who have helped in designing the study and collecting the data.

Author contributions

RZ collected the data. BC, QL, TL, XW, LS, and RZ wrote, revised, and proofread the manuscript. RZ designed the study and performed data analysis. All authors read and approved the manuscript.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This work was supported by the National Youth Project for National Social Sciences of China (Education) [Grant No. CHA200259].