Abstract:

The aim of the study was to examine emotions, satisfaction and expectations of teachers in Slovakia during a COVID-19 pandemic. A total of 426 teachers (86.4% women) aged 23-70 years (M = 44.70; SD = 10.36; 70.9% from elementary schools, 18.1% from high schools, and 11.0% from university) completed questions regarding subjective and objective satisfaction with their teaching during a COVID-19 pandemic, their expectations about their future teaching, anxiety, lack of control and risk concerning the COVID-19 pandemic, and the Positive and Negative Affect Schedule. Teachers differed in subjective satisfaction with their teaching during pandemic (F(423) = 7.741; p < .001) and in perceived risk: university teachers were significantly more satisfied and perceived the lowest risk concerning the COVID-19 than high-school teachers and elementary school teachers; elementary school teachers perceived weakest positive emotions (F(423) = 7.992; p < .001). Moreover, all teachers showed significant decrease of positive emotions (t = 12.485; p < .001) and increase of negative emotions (t = 10.902; p < .001). Subjective satisfaction with teaching correlated with negative emotions (r = -.101; p = .037). Satisfaction with institutional support correlated with perceived powerlessness regarding COVID-19 (r = -.106; p = .029), positive emotions (r = .165; p = .001) and negative emotions (r = -.102; p = .035). although there were significant relationships between emotions and perceived satisfaction, they were weak and explained only 1% - 2.3% of the variance. The findings showed that emotions of teachers have changed during the COVID-19 pandemic and to small extend related to satisfaction of teachers concerning their teaching. It seems that the COVID-19 pandemic continues and the form of education will change. Therefore, we should take into account the emotions of teachers and provide them with the necessary support and assistance in coping with them.

Keywords:

Emotions, satisfaction, expectation, COVID-19.