Explanatory Model Of Teacher Satisfaction In The Remote Teaching Period In Mexico

This paper had as main objective to know the degree of satisfaction of the Basic Education teachers, as well as the factors associated with it, with regard to the results obtained during the remote emergency teaching period caused by the Covid-19 pandemic. This is an explanatory study, for which a sample of 1844 teachers from three Mexican states was selected for convenience. The information was collected using an ad hoc questionnaire that considered the following dimensions of analysis: devices and connectivity, family and institutional support, preparation and training. The analysis of the results was carried out using non-parametric hypothesis tests, specifically the H of Krskal Wallis and the Rho coefficient of Spearman, in addition to a multivariate linear regression analysis that made it possible to generate three explanatory models of teacher satisfaction during the period of remote education, one for each school level considered in the study. The results show that satisfaction levels increase as the availability of technological devices and resources, family and institutional support, and preparation and training increase. Reference is also made to greater teacher satisfaction at the preschool and primary education levels compared to those working in secondary education.