Evaluating the immediate and delayed effects of psychological need thwarting of online teaching on Chinese primary and middle school teachers’ psychological well-being

• Published in: Frontiers in psychology Vol. 13; p. 943449
• Main Authors: Chen, I-Hua, Chen, Xiu-mei, Liao, Xiao-ling, Zhao, Ke-Yun, Wei, Zhi-Hui, Lin, Chung-Ying, Gamble, Jeffrey Hugh
• Format: Journal Article
• Language: English
• Published: Frontiers Media S.A 16.08.2022
• Subjects: COVID-19 pandemic; instrument validation; longitudinal data; online teaching; psychological need thwarting; Psychology; teacher psychology
• ISSN: 1664-1078; 1664-1078
• DOI: 10.3389/fpsyg.2022.943449

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.