Explanatory Model of Job Satisfaction in Teachers During the Covid-19 Pandemic

Chávez-Ventura G.; Osorio-Guzmán M.; Santa-Cruz-Espinoza H.; Merino-Soto C. · SAGE Open (2025) · DOI: 10.1177/21582440251369263

Resumen

The COVID-19 pandemic forced teachers to continue teaching their classes remotely, without prior preparation, in social isolation, and with difficulty in disconnecting digitally, in the face of high work demands and in a context of uncertainty. Given this scenario, the need arose to determine the validity of an explanatory model of job satisfaction in Peruvian teachers. We worked with a cross-sectional explanatory design of latent variables and a sample of 232 Peruvian teachers from urban areas at the basic and higher education levels, selected with a non-probabilistic sample. Stress overload was found to mediate the relationship between work-family conflict and job satisfaction in teachers who worked remotely during the pandemic. Neither work-family conflict nor self-efficacy had an indirect effect, mediated by stress overload, on teachers’ job satisfaction. © The Author(s) 2025. This article is distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 License (https://creativecommons.org/licenses/by-nc/4.0/) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages (https://us.sagepub.com/en-us/nam/open-access-at-sage).

Instituciones: Universidad Autónoma del Perú; Universidad César Vallejo