In the shadow of the unprecedented COVID-19 pandemic, educators worldwide confronted a new era marked by remote learning, social isolation, and an overwhelming need to adapt rapidly to digital classrooms. A groundbreaking study recently published in BMC Psychology unpacks the intricate motivational dynamics of teachers during the extended lockdown periods. The research offers deep insights into how the sudden upheaval affected teachers’ motivational profiles and relates these shifts to their levels of job satisfaction, experienced loneliness, and emotional states.
This cross-sectional analysis, led by researchers Higinio, Silvia, and Víctor, delves into the psychological undercurrents shaping educators’ experiences amid the pandemic. The study sheds light on the multifaceted nature of motivation in the teaching profession when faced with unprecedented challenges, emphasizing that teachers’ internal drives dramatically influenced their adaptation and mental well-being during this period. By dissecting motivational profiles, the researchers reveal variances in how different teachers grappled with the abrupt shift to online teaching and the emotional toll of isolated work environments.
Central to the inquiry is the concept of motivational profiles, which encompass a range of intrinsic and extrinsic motivational factors that govern behavior and performance within the educational context. The researchers utilized psychometric tools to categorize several distinct motivational types among the participants, ranging from highly intrinsically motivated educators—even in the face of adversity—to those whose motivation significantly waned under the pressures of remote instruction and social disconnection. This nuanced categorization aims to provide a clearer picture of which motivational constructs best predict teaching satisfaction and resilience.
The study also highlights the potent connections between motivation and teaching satisfaction, a crucial dimension affecting not only job retention but teaching quality and student outcomes. Teachers whose motivation remained intact or adapted positively during lockdown tended to report higher satisfaction levels, indicating that motivation served as a psychological buffer against the stress and alienation imposed by pandemic conditions. Conversely, a decline in motivation correlated with increased feelings of dissatisfaction and burnout, underscoring the essential role motivation plays in sustaining educators’ commitment and enthusiasm.
Loneliness emerged as another critical variable in the study, one that intertwined intricately with motivation and emotional well-being. Prolonged social isolation, a hallmark of COVID-19 lockdowns, inflicted significant psychological strain on many teachers. The research findings elucidate how loneliness exacerbated declines in motivation for certain profiles, further decreasing job satisfaction and amplifying negative emotional states such as anxiety and depressive symptoms. These emotional disturbances created a feedback loop, deepening motivational challenges and complicating educators’ engagement with their profession.
The authors utilized advanced statistical modeling to explore the interplay between these psychological factors, revealing complex, bidirectional relationships. For instance, motivation not only influenced teaching satisfaction and loneliness but was also impacted by them, suggesting a dynamic system where emotional states and professional attitudes continuously interact. This insight marks a critical advancement in understanding teacher psychology, particularly in crisis contexts where traditional support mechanisms are disrupted.
One striking revelation of the study is the differential impact of motivational orientations on coping strategies during lockdown. Teachers with a predominantly autonomous motivational profile, characterized by self-determined engagement and personal value aligned with teaching, exhibited more adaptive coping behaviors. These educators leveraged intrinsic satisfaction from their roles as a source of resilience, maintaining higher performance levels and emotional stability despite external stressors. In contrast, teachers whose motivation depended more heavily on external rewards or recognition faced greater difficulty adjusting to the remote educational environment.
The ramifications of these findings extend beyond pandemic preparedness, providing valuable guidance for educational policy and mental health interventions. By identifying motivational profiles linked to optimal coping and satisfaction, school systems and support organizations can tailor resources more effectively, fostering environments that bolster intrinsic motivation and mitigate loneliness. Such targeted interventions could revolutionize teacher support frameworks, especially in times of crisis or significant systemic change.
Furthermore, the research underscores the critical need for integrating mental health considerations into educational leadership and administration. The pandemic illuminated persistent vulnerabilities in teacher well-being globally, with motivational disruptions serving as both symptoms and drivers of psychological distress. This study demonstrates that policies aimed at enhancing teacher motivation cannot be divorced from efforts to address social connectedness and emotional health, highlighting the necessity for holistic approaches to educator support.
Technological tools and digital communication platforms, widely deployed during lockdowns, also play a complex role in modulating these dynamics. While technology enabled continuity in teaching, it was simultaneously a source of stress and barrier to genuine social interaction, affecting teachers’ sense of belonging and thus their motivational states. The authors suggest that future research should further probe the dual nature of digital modalities in relation to motivation and emotional outcomes within educational contexts.
The implications of this research reverberate through the broader educational community, inviting reconsideration of how motivation is nurtured and safeguarded under ordinary and extraordinary circumstances alike. It advocates for sustained attention to motivational psychology as a key determinant of teacher well-being and effectiveness. As education systems evolve post-pandemic, embracing such psychological insights is indispensable for building resilient, motivated, and emotionally balanced teaching cohorts.
Ultimately, this pioneering study by Higinio, Silvia, and Víctor catalyzes a vital conversation on the intersection of teacher motivation, satisfaction, loneliness, and affects in crisis periods. Its comprehensive analytical approach, bolstered by robust empirical data from a cross-sectional design, offers a compelling blueprint for future explorations and practical applications. The research not only contextualizes the immediate challenges wrought by COVID-19 but lays a foundation for cultivating thriving educational communities in the face of uncertainty.
The findings encourage a paradigm shift, urging educational stakeholders to prioritize the intricate internal motivational landscapes of teachers as central to the sustainability of quality education. By understanding and responding to the motivational profiles illuminated by this study, policymakers, administrators, and mental health professionals can co-create supportive environments that foster resilience and satisfaction among educators—thereby safeguarding the welfare of teachers and, by extension, their students in times of crisis and beyond.
Subject of Research: Teacher motivational profiles during COVID-19 lockdown and their relationship with teaching satisfaction, loneliness, and emotional affects
Article Title: A cross-sectional study of teacher’s motivational profiles during COVID-19 lockdown: relationship with teaching satisfaction, loneliness and affects
Article References: Higinio, GG., Silvia, F. & Víctor, R. A cross-sectional study of teacher’s motivational profiles during COVID-19 lockdown: relationship with teaching satisfaction, loneliness and affects. BMC Psychol 13, 948 (2025). https://doi.org/10.1186/s40359-025-03261-3
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