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University professors in Latin America and the Caribbean generally do not exhibit quiet quitting behaviors. However, early-career educators may face unique challenges impacting motivation and performance.

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Area of Science:

  • Educational Psychology
  • Organizational Behavior
  • Higher Education Studies

Background:

  • The phenomenon of "quiet quitting" suggests a decline in motivation and job performance post-pandemic.
  • This study investigates its potential impact within the educational sector, specifically among university professors.

Purpose of the Study:

  • To analyze work motivation, behavior, and psychological structure in university professors.
  • To determine if these professors exhibit characteristics associated with quiet quitting.

Main Methods:

  • Cross-sectional multivariate factorial design involving 612 professors from nine Latin American and Caribbean countries.
  • Utilized a subset of nine questions from the Bochum Inventory of Personality and Skills (BIP).

Main Results:

  • Professors demonstrated high overall motivation, commitment, and personal stability, not aligning with quiet quitting.
  • Early-career teachers scored lower on key variables compared to mid-career and experienced (25+ years) counterparts.
  • Teaching subject area (technical vs. humanistic) significantly influenced evaluated variables.

Conclusions:

  • University professors in the sample do not generally exhibit quiet quitting.
  • Institutions should consider supporting early-career faculty through the initial challenging years.
  • Further research could explore specific interventions for novice educators.