Based on empirical research, the authors show that the first wave of the COVID-19 lockdown (March – June, 2020) had some negative impact on teacher well-being, in particular on such its component as physical health and well-being.
It has been found that the types of teacher work motivation have different relationships with teacher well-being at different stages of the COVID-19 lockdown.
The authors substantiate the necessity of developing teacher autonomous work motivation, in particular its identified and integrated types, to promote teacher well-being during the COVID-19 pandemic.
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