Evaluating the immediate and delayed effects of psychological need thwarting of online teaching on Chinese primary and middle school teachers’ psychological well-being
Recent studies on the effects of mandatory online teaching, resulting from the COVID-19 pandemic, have widely reported low levels of satisfaction, unwillingness to continue online teaching, and negative impacts on the psychological well-being of teachers. Emerging research has highlighted the potent...
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2022-08-01
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| Series: | Frontiers in Psychology |
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| Online Access: | https://www.frontiersin.org/articles/10.3389/fpsyg.2022.943449/full |
| _version_ | 1811321359651831808 |
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| author | I-Hua Chen Xiu-mei Chen Xiao-ling Liao Ke-Yun Zhao Zhi-Hui Wei Chung-Ying Lin Chung-Ying Lin Chung-Ying Lin Jeffrey Hugh Gamble |
| author_facet | I-Hua Chen Xiu-mei Chen Xiao-ling Liao Ke-Yun Zhao Zhi-Hui Wei Chung-Ying Lin Chung-Ying Lin Chung-Ying Lin Jeffrey Hugh Gamble |
| author_sort | I-Hua Chen |
| collection | DOAJ |
| description | Recent studies on the effects of mandatory online teaching, resulting from the COVID-19 pandemic, have widely reported low levels of satisfaction, unwillingness to continue online teaching, and negative impacts on the psychological well-being of teachers. Emerging research has highlighted the potential role of psychological need thwarting (PNT), in terms of autonomy, competence, and relatedness thwarting, resulting from online teaching. The aim of this study was to evaluate the immediate and delayed (longitudinal) effects of PNT of online teaching on teachers’ well-being (including distress and burnout), intention to continue online teaching, and job satisfaction. Moreover, data collected from both cross-sectional and longitudinal surveys allowed for a systematic validation of an important instrument in the field of teacher psychology, the Psychological Need Thwarting Scale of Online Teaching (PNTSOT), in terms of longitudinal reliability and validity. The data reveal the usefulness of the construct of PNT in terms predicting and explaining teachers’ willingness to continue using online teaching as well as the degree of burnout after a period of 2 months, such that PNT is positively associated with burnout and negatively associated with willingness to continue online teaching. As such, the PNTSOT is recommended for future research evaluating the long-term psychological, affective, and intentional outcomes stemming from teachers’ PNT. Moreover, based on our findings that the impact from PNT of online teaching is persistent and long-term, we suggest that school leaders provide flexible and sustained professional development, model respectful and adaptive leadership, and create opportunities for mastery for the development of community of practice that can mitigate the thwarting of teachers’ autonomy, competence, and relatedness during times of uncertainty. Additionally, in terms of the psychometric properties of the PNTSOT instrument, our empirical findings demonstrate internal reliability, test–retest reliability, measurement invariance, and criterion validity (concurrent and predictive) based on cross-sectional and longitudinal data. |
| first_indexed | 2024-04-13T13:16:16Z |
| format | Article |
| id | doaj.art-802b9d4d942043b79ff2646a0efa4fec |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-04-13T13:16:16Z |
| publishDate | 2022-08-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-802b9d4d942043b79ff2646a0efa4fec2022-12-22T02:45:28ZengFrontiers Media S.A.Frontiers in Psychology1664-10782022-08-011310.3389/fpsyg.2022.943449943449Evaluating the immediate and delayed effects of psychological need thwarting of online teaching on Chinese primary and middle school teachers’ psychological well-beingI-Hua Chen0Xiu-mei Chen1Xiao-ling Liao2Ke-Yun Zhao3Zhi-Hui Wei4Chung-Ying Lin5Chung-Ying Lin6Chung-Ying Lin7Jeffrey Hugh Gamble8Chinese Academy of Education Big Data, Qufu Normal University, Qufu, ChinaFaculty of Education, Qufu Normal University, Qufu, ChinaInternational College, Krirk University, Bangkok, ThailandSchool of Communication, Qufu Normal University, Rizhao, ChinaDepartment of Development and Research, Shanghai Open University, Shanghai, ChinaInstitute of Allied Health Sciences, College of Medicine, National Cheng Kung University, Tainan, TaiwanDepartment of Occupational Therapy, College of Medicine, National Cheng Kung University, Tainan, TaiwanBiostatistics Consulting Center, National Cheng Kung University Hospital, College of Medicine, National Cheng Kung University, Tainan, TaiwanDepartment of English, National Changhua University of Education, Changhua, TaiwanRecent studies on the effects of mandatory online teaching, resulting from the COVID-19 pandemic, have widely reported low levels of satisfaction, unwillingness to continue online teaching, and negative impacts on the psychological well-being of teachers. Emerging research has highlighted the potential role of psychological need thwarting (PNT), in terms of autonomy, competence, and relatedness thwarting, resulting from online teaching. The aim of this study was to evaluate the immediate and delayed (longitudinal) effects of PNT of online teaching on teachers’ well-being (including distress and burnout), intention to continue online teaching, and job satisfaction. Moreover, data collected from both cross-sectional and longitudinal surveys allowed for a systematic validation of an important instrument in the field of teacher psychology, the Psychological Need Thwarting Scale of Online Teaching (PNTSOT), in terms of longitudinal reliability and validity. The data reveal the usefulness of the construct of PNT in terms predicting and explaining teachers’ willingness to continue using online teaching as well as the degree of burnout after a period of 2 months, such that PNT is positively associated with burnout and negatively associated with willingness to continue online teaching. As such, the PNTSOT is recommended for future research evaluating the long-term psychological, affective, and intentional outcomes stemming from teachers’ PNT. Moreover, based on our findings that the impact from PNT of online teaching is persistent and long-term, we suggest that school leaders provide flexible and sustained professional development, model respectful and adaptive leadership, and create opportunities for mastery for the development of community of practice that can mitigate the thwarting of teachers’ autonomy, competence, and relatedness during times of uncertainty. Additionally, in terms of the psychometric properties of the PNTSOT instrument, our empirical findings demonstrate internal reliability, test–retest reliability, measurement invariance, and criterion validity (concurrent and predictive) based on cross-sectional and longitudinal data.https://www.frontiersin.org/articles/10.3389/fpsyg.2022.943449/fullpsychological need thwartingonline teachinglongitudinal datainstrument validationCOVID-19 pandemicteacher psychology |
| spellingShingle | I-Hua Chen Xiu-mei Chen Xiao-ling Liao Ke-Yun Zhao Zhi-Hui Wei Chung-Ying Lin Chung-Ying Lin Chung-Ying Lin Jeffrey Hugh Gamble Evaluating the immediate and delayed effects of psychological need thwarting of online teaching on Chinese primary and middle school teachers’ psychological well-being Frontiers in Psychology psychological need thwarting online teaching longitudinal data instrument validation COVID-19 pandemic teacher psychology |
| title | Evaluating the immediate and delayed effects of psychological need thwarting of online teaching on Chinese primary and middle school teachers’ psychological well-being |
| title_full | Evaluating the immediate and delayed effects of psychological need thwarting of online teaching on Chinese primary and middle school teachers’ psychological well-being |
| title_fullStr | Evaluating the immediate and delayed effects of psychological need thwarting of online teaching on Chinese primary and middle school teachers’ psychological well-being |
| title_full_unstemmed | Evaluating the immediate and delayed effects of psychological need thwarting of online teaching on Chinese primary and middle school teachers’ psychological well-being |
| title_short | Evaluating the immediate and delayed effects of psychological need thwarting of online teaching on Chinese primary and middle school teachers’ psychological well-being |
| title_sort | evaluating the immediate and delayed effects of psychological need thwarting of online teaching on chinese primary and middle school teachers psychological well being |
| topic | psychological need thwarting online teaching longitudinal data instrument validation COVID-19 pandemic teacher psychology |
| url | https://www.frontiersin.org/articles/10.3389/fpsyg.2022.943449/full |
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