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

Panisoara, Ion Ovidiu; Lazar, Iulia; Panisoara, Georgeta; Chirca, Ruxandra; Ursu, Anca Simona

doi:10.3390/ijerph17218002

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

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Teacher Training Department, Faculty of Psychology and Educational Science, Bucharest University, 90 Panduri Street, Sector 5, 050663 Bucharest, Romania

Psychology Department, Faculty of Psychology and Educational Science, Bucharest University, 90 Panduri Street, Sector 5, 050663 Bucharest, Romania

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Int. J. Environ. Res. Public Health 2020, 17(21), 8002; https://doi.org/10.3390/ijerph17218002

Received: 21 September 2020 / Revised: 25 October 2020 / Accepted: 28 October 2020 / Published: 30 October 2020

(This article belongs to the Special Issue Occupational Health: Emotions in the Workplace)

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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. View Full-Text

Keywords: burnout; COVID-19 pandemic; in-service teachers; motivation; technostress

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Panisoara, I.O.; Lazar, I.; Panisoara, G.; Chirca, R.; Ursu, A.S. Motivation and Continuance Intention towards Online Instruction among Teachers during the COVID-19 Pandemic: The Mediating Effect of Burnout and Technostress. Int. J. Environ. Res. Public Health 2020, 17, 8002. https://doi.org/10.3390/ijerph17218002

AMA Style

Panisoara IO, Lazar I, Panisoara G, Chirca R, Ursu AS. Motivation and Continuance Intention towards Online Instruction among Teachers during the COVID-19 Pandemic: The Mediating Effect of Burnout and Technostress. International Journal of Environmental Research and Public Health. 2020; 17(21):8002. https://doi.org/10.3390/ijerph17218002

Chicago/Turabian Style

Panisoara, Ion O., Iulia Lazar, Georgeta Panisoara, Ruxandra Chirca, and Anca S. Ursu. 2020. "Motivation and Continuance Intention towards Online Instruction among Teachers during the COVID-19 Pandemic: The Mediating Effect of Burnout and Technostress" International Journal of Environmental Research and Public Health 17, no. 21: 8002. https://doi.org/10.3390/ijerph17218002

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