Motivation and Continuance Intention towards Online Instruction among Teachers during the COVID-19 Pandemic: The Mediating Effect of Burnout and Technostress

Ion Ovidiu Panisoara, Iulia Lazar, Georgeta Panisoara, Ruxandra Chirca and Anca Simona Ursu
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Ion Ovidiu Panisoara: Teacher Training Department, Faculty of Psychology and Educational Science, Bucharest University, 90 Panduri Street, Sector 5, 050663 Bucharest, Romania
Iulia Lazar: Teacher Training Department, Faculty of Psychology and Educational Science, Bucharest University, 90 Panduri Street, Sector 5, 050663 Bucharest, Romania
Georgeta Panisoara: Psychology Department, Faculty of Psychology and Educational Science, Bucharest University, 90 Panduri Street, Sector 5, 050663 Bucharest, Romania
Ruxandra Chirca: Teacher Training Department, Faculty of Psychology and Educational Science, Bucharest University, 90 Panduri Street, Sector 5, 050663 Bucharest, Romania
Anca Simona Ursu: Teacher Training Department, Faculty of Psychology and Educational Science, Bucharest University, 90 Panduri Street, Sector 5, 050663 Bucharest, Romania

IJERPH, 2020, vol. 17, issue 21, 1-28

Abstract: In-service teachers have various emotional and motivational experiences that can influence their continuance intention towards online-only instruction during the COVID-19 pandemic, as a significant stress factor for their workplace. Derived from the Self-Determination Theory (SDT), Job Demands–Resources Model (JD–R), and Technology Acceptance Model (TAM), the present research model includes technological pedagogical knowledge (TPK) self-efficacy (SE), intrinsic (IM) and extrinsic (EM) work motivation, and occupational stress (OS) (i.e., burnout and technostress which have been examined in tandem) as key dimensions to explain the better continuance intention among in-service teachers to use online-only instruction (CI). Data for the research model were collected from 980 in-service teachers during the COVID-19 outbreak between April and May 2020. Overall, the structural model explained 70% of the variance in teachers’ CI. Motivational practices were directly and indirectly linked through OS with CI. The findings showed that IM has the most directly significant effect on teachers’ CI, followed by TPK-SE, and OS as significant, but lower predictors. IM was positively associated with TPK-SE and negatively associated with EM. The results offered valuable insights into how motivation constructs were related to OS and to a better understanding online instruction in an unstable work context, in order to support teachers in coping during working remotely.

Keywords: burnout; COVID-19 pandemic; in-service teachers; motivation; technostress (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2020
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (13)

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