The Motivation of Academics in Remote Teaching during the Covid-19 Pandemic in Polish Universities—Opening the Debate on a New Equilibrium in e-Learning

• Main Authors: Konrad Kulikowski, Sylwia Przytuła, Łukasz Sułkowski
• Format: Article
• Language: English
• Published: MDPI AG 2021-03-01
• Series: Sustainability
• Subjects: motivating job potential; Covid-19; e-learning; online; teaching; teachers
• Online Access: https://www.mdpi.com/2071-1050/13/5/2752

Online learning helps to continue education in the face of Covid-19 lockdowns and social isolation, but it might largely change characteristics of academic teachers’ jobs and, thus, have some unintended consequences for teachers’ motivating job potential. In this study, using a convenience sample of 202 academic teachers, we tested and supported the hypothesis that academic teachers perceived their motivating job potential as lower during the forced Covid-19 e-learning than before it. We also provided evidence that motivating potential of work during the forced Covid-19 e-learning is associated with work engagement and job satisfaction. Moreover, we provided a modicum of evidence that the relationship between the motivating job potential and academic teachers’ job satisfaction might be moderated by teachers’ assessment of university management actions during the Covid-19 situation, such that this association seems to be stronger among teachers who more positively assess university management. Our results provided initial evidence of possible unintended consequences of the pandemic-forced e-learning for academic teachers. Therefore, we suggested that socially sustainable e-learning required not only concentration on students and organizations of the education process but also on improving the teachers’ motivating job potential.