| Title: |
Influencing Factors of Faculty Satisfaction during Emergency Remote Teaching |
| Language: |
English |
| Authors: |
Lina Sofia Valenzuela; Yeny E. Rodriguez; Henry Arley Taquez Quenguan; Elena Tzetzangary Aguirre Mejia; Laura Romero-Garcia |
| Source: |
Journal of Educators Online. 2025 22(1). |
| Availability: |
Journal of Educators Online. Grand Canyon University, 23300 West Camelback Road, Phoenix, AZ 85017. e-mail: CIRT@gcu.edu. Web site: https://www.thejeo.com |
| Peer Reviewed: |
Y |
| Page Count: |
14 |
| Publication Date: |
2025 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Higher Education; Postsecondary Education |
| Descriptors: |
College Faculty; Satisfaction; Distance Education; Influences; COVID-19; Pandemics; School Closing; Foreign Countries; Gender Differences; Teacher Student Relationship; Teaching Experience |
| Geographic Terms: |
Argentina; Colombia; Ecuador; Mexico; Peru |
| ISSN: |
1547-500X |
| Abstract: |
Emergency Remote Teaching (ERT} refers to a temporary shift in instructional delivery within the field of education, which emerged as a rapid response to the lockdown due to the COVID-19 pandemic. This article examines the factors influencing faculty satisfaction with teaching during this abrupt change from face-to-face to online classes. With a quantitative approach, this study deployed a survey comprising items from the Online Faculty Satisfaction Survey (OFSS). The sample included 268 Latin-American professors in five countries: Argentina, Colombia, Ecuador, Mexico, and Peru. Structural Equation Modeling (SEM) was employed for data analysis to validate the structural relationships among the factors. A novel finding was that female professors were more satisfied with teaching in ERT than male professors. Moreover, female professors who perceived high levels of instructor-to-student interaction were more satisfied than male professors. In addition, faculty at the doctorate level reported lower levels of satisfaction with teaching during ERT. The abrupt changes in education that accompanied the COVID-19 pandemic have highlighted faculty diversity in terms of satisfaction, teaching experience, resources, skills, training, and levels of education. This article discusses the implications for faculty development regarding the curricular design of teacher training programs. |
| Abstractor: |
As Provided |
| Entry Date: |
2025 |
| Accession Number: |
EJ1462318 |
| Database: |
ERIC |