Psychological Well-Being And Motivation Of Educators In Relation To Their Years Of Experience In The Profession During Online Teaching In The Covid-19 Era.

Abstract

This research sought to comprehensively examine the motivation and psychological well-being of educators actively involved in online teaching during the COVID-19 pandemic. A diverse sample of 101 educators from various educational settings, including institutions, universities, schools, and tuition centres, participated in the study. The investigation utilized the RYFFS scale to measure psychological well-being and the WEIMS scale to assess motivation. Applying the statistical technique of analysis of variance (ANOVA), the study revealed a significant disparity among groups. These groups were categorized based on educators' experience, resulting in three distinct categories reflecting different numbers of years in the field. The analysis indicated a noteworthy impact on the psychological well-being of educators, suggesting that the challenges posed by the shift to online teaching during the pandemic influenced their mental health. Interestingly, the study found no substantial difference in the motivation levels of educators across these different experience-based groups. However, a notable change was found in the sub domains of the motivation of educators. This implies that, despite the significant impact on psychological well-being, educators' motivation remained relatively consistent regardless of their varying levels of experience. These findings provide valuable insights into the nuanced effects of online teaching during the pandemic on educators' mental health and motivation, contributing to a deeper understanding of the multifaceted challenges faced in the education sector.