Higinio González-García e-mail(Inicie sesión) , Silvia Fuentes e-mail(Inicie sesión) , Víctor Renobell e-mail(Inicie sesión)

Contenido principal del artículo

Autores/as

Higinio González-García e-mail(Inicie sesión)
Silvia Fuentes e-mail(Inicie sesión)
Víctor Renobell e-mail(Inicie sesión)

Resumen

601

La motivación, la satisfacción docente, la soledad y los estados afectivos son variables significativas en el rendimiento docente. No obstante, la presencia de la docencia en casa durante la COVID-19 puede haber influido en estas variables. Por ello, los objetivos de esta investigación fueron examinar si existen diferencias de sexo en la motivación del docente, la satisfacción docente, la soledad y los estados afectivos; y si existe alguna asociación entre la edad y la motivación del docente, la satisfacción docente, la soledad y los estados afectivos. Una muestra de 315 docentes (Mage=41.95; DT=10.18) participó en el estudio y cumplimentó una serie de cuestionarios de autoinforme durante el periodo de COVID-19 de docencia en casa. Los resultados revelaron que existen diferencias de sexo en la regulación identificada, la soledad y el equilibrio de los afectos negativos. En particular, las docentes obtuvieron puntuaciones significativamente más altas en regulación identificada y equilibrio de los afectos negativos y los docentes reportaron puntuaciones más altas en la variable soledad. En conclusión, se debe considerar crear intervenciones para ayudar a los docentes a reducir las consecuencias negativas de la soledad y los estados afectivos negativos sobre el rendimiento docente y mejorar los perfiles motivacionales, especialmente entre los docentes hombres.

Palabras clave

Género, Factores culturales, Variables de enseñanza, Rendimiento en la enseñanza

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Higinio González-García, Faculty of Education. Universidad Internacional de La Rioja (UNIR). Av. de la Paz, 137, 26006, Logroño (Spain)

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