Post-pandemic Work Motivation, Work Behavior and Psychic Structure in University Professors
Pablo Fernández-Arias1, Álvaro Antón-Sancho1, César J Antona1
1Catholic University of Ávila, Spain.
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.
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.
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