Hybrid, Online, or In-Person Teaching
Exploring Teacher Satisfaction Across Instructional Modalities During the Covid-19 Pandemic
Bibliographic Data
| ID | 22044673 |
|---|---|
| Authors | Adel Arghand (0009-0001-2625-1671, University of Utah, corresponding author), David S Woo (0000-0001-5728-6562, University of Utah), Yongmei Ni (0000-0002-3622-7667, University of Utah) |
| Year | 2025 |
| Volume | 16 |
| Issue | 1 |
| Pages | 32 |
| Publication date | 2025-12-26 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci16010032 |
| OpenAlex | W7117447686 |
| Language | EN |
| References cited | 28 |
The COVID-19 pandemic introduced significant shifts in educational delivery, leading to widespread adoption of hybrid and remote instructional modalities. This study investigates the relationship between these modalities and teacher job satisfaction during the 2020–2021 academic year in the U.S., while also examining how teacher, classroom, and school characteristics predict satisfaction within each modality. Using data from the 2020–2021 National Teacher and Principal Survey (NTPS) on 31,160 full-time public school teachers, linear regression analyses were employed to assess the relationship between instructional modalities and a composite measure of teacher satisfaction, controlling for various teacher, classroom, and school characteristics. The analysis revealed that hybrid teaching was significantly associated with lower teacher satisfaction compared to in-person teaching; however, remote teaching’s initial association with lower satisfaction became non-significant after accounting for school-level factors. Specific teacher characteristics (e.g., female, experienced, younger, holding an advanced degree) and school characteristics (e.g., school level, size, student characteristics) exhibited varying associations with satisfaction across modalities. These findings suggest that hybrid teaching posed unique challenges during the pandemic and highlight the importance of understanding modality-specific risk factors to inform targeted support for teachers in future crises
Higher education · Job satisfaction · Modalities · Pandemic · Regression analysis · E-Learning and COVID-19 · Educational Environments and Student Outcomes · Teacher Education and Leadership Studies
Teachers, Stress, and the Covid-19 Pandemic
Teachers' Beliefs About English Language Learners in the Mainstream Classroom
Teachers’ Perceptions of Their Working Conditions
How Context Matters in High-Need Schools
Engagement and Emotional Exhaustion in Teachers
Special Education Teacher Attrition and Retention
Teacher stress and anxiety during Covid-19
Diversifying the Teaching Profession
A systematic literature review on synchronous hybrid learning
Effects on teachers' self-efficacy and job satisfaction
Teachers’ well-being and their teaching quality during the Covid-19 pandemic
Teacher burnout
Teachers’ experiences of teaching online during Covid-19
The impact of risk and protective factors on online teaching experience in high school Italian teachers during the Covid‐19 pandemic
Covid-19 and digital disruption in UK universities
Teacher–working-environment fit as a framework for burnout experienced by Finnish teachers
Rural, suburban, and urban schools
Teacher Working Conditions and Dissatisfaction Before and During the Covid-19 Pandemic
Toward an experimental ecology of human development
| Citation velocity | historical |
|---|---|
| Highly cited | No |