COVID-19 and Higher Education Teachers: Pedagogical and Emotional Response

Abstract

The sanitary crisis provoked by the COVID – 19 pandemics brought about a forced transition toward a remote teaching methodology in higher education institutions. The present study aims to do the following: evaluate the pedagogical and affective responses of teachers; know the correlation between the variables of both dimensions; observe how teachers are grouped depending on their responses; and know if there are significant differences between the clusters. 1992 higher education teachers were evaluated in the pedagogical and affective dimensions. Descriptive analysis, k-means clustering, and variance analysis were performed. The results show an adequate response from teachers in the pedagogical variables and lower means in the affective ones. The cluster analysis shows three groups from the pedagogical variables: high evaluation, low evaluation, and low performance. From the affective variables, three groups were observed: high psychoafective performance, mid psychoafective performance, and low psychoafective performance. The conclusions highlight the problems teachers face in evaluating their students, the characterization of instructional resilience in a group of teachers, and the relevance of emotional regulation by differentiating teachers with better or worse performance. Finally, limitations and future investigation problems are presented.