In the wake of the unprecedented global COVID-19 pandemic, education systems around the world faced extraordinary challenges, forcing a rapid and often chaotic transition from traditional classroom instruction to remote learning environments. This seismic shift profoundly impacted not only students but also teachers, whose motivational drives and psychological well-being became critical components influencing educational outcomes. A recent cross-sectional study conducted by González-García, Fuentes, and Renobell offers an incisive analysis into how teachers’ motivational profiles evolved during the COVID-19 lockdown, alongside their relationships with teaching satisfaction, loneliness, and affective states. This research injects valuable insights into understanding the multifaceted psychological landscape educators navigated during a period of intense professional and personal upheaval.
At the core of this investigation is the concept of motivational profiles—distinct configurations of intrinsic and extrinsic motivational factors that shape teachers’ engagement with their work. The study recognizes motivation as a dynamic, multi-dimensional construct, influenced by a complex interplay of internal satisfaction, external acknowledgement, emotional experiences, and interpersonal connections. With the advent of the lockdown, teachers were thrust into isolation, stripped of the physical communal environments that typically underpin their professional identity and support systems. Exploring how these motivational profiles fluctuate under such strain offers a crucial window into the broader mental health ramifications of pandemic-era education.
Utilizing a comprehensive cross-sectional survey design, the researchers sampled a diverse cohort of educators actively teaching during the lockdown period. Participants were assessed using validated psychometric scales measuring various dimensions: motivational orientation, teaching satisfaction, experiences of loneliness, and affective states encompassing both positive and negative emotions. The methodology integrated rigorous statistical analyses, including cluster analysis to identify distinct motivational profiles, and correlation models to examine relationships between motivation and psychological outcomes. This robust analytical framework ensured that the findings were grounded in quantitative precision while capturing the nuanced psychological realities of teachers.
One of the standout revelations of the study was the identification of several discrete motivational profiles among teachers during lockdown, ranging from highly intrinsically motivated individuals thriving on personal accomplishment and professional growth, to those predominantly extrinsically motivated, driven by external rewards or obligations. Additionally, a significant subset exhibited low motivation, characterized by diminished engagement and increased susceptibility to negative emotional states. These profiles not only differentiated teachers’ experiences but also predicted their levels of teaching satisfaction—an essential determinant of educational effectiveness and retention in the profession.
The study eloquently elucidates how teaching satisfaction is tightly coupled with motivation types. Intrinsically motivated teachers reported higher levels of fulfillment, finding purpose in adaptability and innovation despite the remote teaching constraints. Contrastingly, extrinsically motivated teachers, dependent on external validation such as evaluations or student engagement metrics, often encountered frustration when these indicators became less tangible or skewed by the remote setting. Meanwhile, teachers with low motivation profiles frequently reported dissatisfaction and signs of professional burnout, underscoring the critical role of internal motivational sustenance in adverse circumstances.
Loneliness emerged as a poignant and pervasive theme in the investigation, highlighting the emotional cost of professional isolation. The absence of everyday social interactions typical in school environments intensified feelings of detachment, especially among teachers with weaker motivational drives. The authors posit that loneliness, compounded by diminished peer support and informal collegial interactions, acts as a catalyst negatively impacting both mental health and motivation. This finding aligns with broader psychological literature emphasizing the fundamental human need for social connectedness in sustaining occupational well-being.
The affective dimension of the study further enriches the understanding of teachers’ emotional landscapes during lockdown. Positive affect, such as feelings of enthusiasm and contentment, was predominantly associated with intrinsic motivation and higher teaching satisfaction. Conversely, negative affect, including anxiety, frustration, and sadness, correlated strongly with extrinsic motivation and loneliness. This affective polarization underscores the emotional volatility of remote teaching and reveals motivation as not merely instrumental but deeply intertwined with mood regulation and psychological resilience.
Delving into the theoretical implications, this study advances the dialogue around self-determination theory (SDT) in educational contexts under crisis conditions. SDT emphasizes autonomy, competence, and relatedness as fundamental psychological needs influencing motivation quality. The lockdown’s disruption of social and professional autonomy, coupled with technological challenges undermining competence perceptions, created fertile ground for motivational divergence. The research demonstrates that when these needs are thwarted, especially relatedness through social isolation, motivation deteriorates, compromising teacher well-being and ultimately student outcomes.
From a practical standpoint, these findings carry significant weight for educational policymakers and administrators. Recognizing the heterogeneity in motivational profiles enables targeted interventions to support teachers’ mental health and job satisfaction during crises. For instance, fostering virtual communities of practice could mitigate loneliness and enhance relatedness, while professional development initiatives tailored to reinforce competence and autonomy may reinvigorate intrinsic motivation. This evidence-based approach to teacher support represents a crucial step towards building more resilient and adaptable education systems.
Moreover, the study underscores the imperative of comprehensive mental health monitoring and support mechanisms for educators, particularly during periods of heightened stress and uncertainty. The interplay between motivation, satisfaction, loneliness, and affect elucidated in this research signals the need for holistic psychological services integrating motivational counseling, stress management, and peer support networks. Such integrative frameworks could not only alleviate immediate psychological distress but also cultivate long-term professional sustainability.
Technological factors further complicated the motivational dynamics observed. Teachers encountered steep learning curves adapting to digital platforms, often without adequate training or resources. This technological strain contributed to negative affect and diminished motivation, especially among those less familiar with online pedagogies. The study suggests that equipping educators with robust digital competencies is essential not just for instructional success but for maintaining motivational engagement in disruptive scenarios.
Given the inevitability of future educational disruptions, whether due to pandemics or other emergencies, this research assumes heightened relevance. It provides empirical substantiation for the assertion that teacher motivation is a linchpin in maintaining educational quality under duress. Consequently, investment in motivational supports and well-being strategies should be integral to emergency preparedness planning within educational institutions.
In addition, the study invites further investigation into longitudinal trajectories of teacher motivation beyond the acute lockdown phase, examining potential recovery patterns or persistent vulnerabilities. Understanding how motivational profiles evolve post-crisis will illuminate pathways for sustained teacher retention and professional growth in an increasingly unpredictable global landscape.
Ultimately, González-García, Fuentes, and Renobell’s work fills a critical knowledge gap by systematically mapping the psychological contours of teaching motivation amidst one of the most challenging periods in modern educational history. Its blend of technical rigor and practical relevance marks it as a seminal contribution capable of influencing both academic inquiry and ground-level educational practice worldwide. By shining a light on the human dimensions behind remote education’s digital veneer, this study humanizes the pandemic teaching experience and charts a course for more empathetic, responsive educational ecosystems.
As educational stakeholders digest these insights, the imperative to prioritize teacher psychological welfare becomes unmistakably clear. Motivation is not merely a motivational buzzword; it is the emotional fuel propelling educators through adversity, sustaining their dedication to nurturing future generations. The pandemic has irrevocably altered the teaching profession, and adapting to this new reality demands a nuanced, scientifically informed approach—one that González-García and colleagues have commendably initiated with their illuminating cross-sectional study.
Subject of Research: Teacher’s motivational profiles during COVID-19 lockdown and their relationship with teaching satisfaction, loneliness, and affect.
Article Title: Correction: A cross-sectional study of teacher’s motivational profiles during COVID-19 lockdown: relationship with teaching satisfaction, loneliness and affects.
Article References:
González-García, H., Fuentes, S. & Renobell, V. Correction: A cross-sectional study of teacher’s motivational profiles during COVID-19 lockdown: relationship with teaching satisfaction, loneliness and affects. BMC Psychol 13, 1169 (2025). https://doi.org/10.1186/s40359-025-03533-y
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