This study examines an affective variable: motivation, with the aim of establishing its effect on teachers’ academic achievement. Online learning helps to continue education in the face of Covid-19 lockdowns and social isolation. But this, unfortunately brought about changes in the characteristics of academic teachers’ jobs and thus, have some unexpected consequences for teachers’ motivation. In this study, using a sample of 20 out of 40 permanent teachers of English at ENSB, we tested and supported the hypothesis that academic teachers perceived their motivating job potential as lower during the forced Covid-19 e-learning than before it. The research tool employed in the current study is a questionnaire for the pre-service teachers. We asked the above teachers this question: how has the shift to remote learning affected your motivation to teach and your relationship with your students? The question investigates the reasons behind the lack of motivation to teach during this pandemic due to the introduction of a new way of teaching.

Affiliation: High School for Teacher Trainees, Bouzareah, Algeria

Email: silidehbia@gmail.com