Influencing Factors of Faculty Satisfaction During Emergency Remote Teaching

Lina Sofía Valenzuela*, Universidad Icesi
Yeny E. Rodríguez, Universidad Francisco Marroquín, Guatemala
Henry Arley Taquez Quenguan, Universidad Icesi
Elena Tzetzangary Aguirre Mejía, TECNM-Instituto Tecnológico de la Laguna
Laura Romero-García, Universidad Icesi

https://doi.org/10.9743/JEO.2025.22.1.17

Abstract

Emergency Remote Teaching (ERT) refers to a temporary shift in instructional delivery within the field of education, which emerged as a rapid response to the lockdown due to the COVID-19 pandemic. This article examines the factors influencing faculty satisfaction with teaching during this abrupt change from face-to-face to online classes. With a quantitative approach, this study deployed a survey comprising items from the Online Faculty Satisfaction Survey (OFSS). The sample included 268 Latin-American professors in five countries: Argentina, Colombia, Ecuador, Mexico, and Peru. Structural Equation Modeling (SEM) was employed for data analysis to validate the structural relationships among the factors. A novel finding was that female professors were more satisfied with teaching in ERT than male professors. Moreover, female professors who perceived high levels of instructor-to-student interaction were more satisfied than male professors. In addition, faculty at the doctorate level reported lower levels of satisfaction with teaching during ERT. The abrupt changes in education that accompanied the COVID-19 pandemic have highlighted faculty diversity in terms of satisfaction, teaching experience, resources, skills, training, and levels of education. This article discusses the implications for faculty development regarding the curricular design of teacher training programs.

Keywords: higher education, faculty satisfaction, emergency remote teaching, gender differences, teacher training