Teachers’ Experiences of Emergency Remote Schooling During the Pandemic: Drivers for Student and Teacher Wellbeing (original) (raw)
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The Australian Educational Researcher
The COVID-19 pandemic has caused significant upheaval in schools in Australia and internationally. The aim of this study was to map Australian teachers’ positive and negative experiences during remote and online learning. Our study took place during the first COVID-19 wave, in the early stages of lockdown. Using an online instrument, we asked 210 primary and secondary teachers about changes in their teaching roles due to COVID-19. Responses were coded for positive and negative themes using inductive thematic analysis. The majority of teachers reported negative themes (88.6%), while half also reported positive themes (44.8%). Participants reported missing their students and struggling with excessive workload demands. They also experienced difficulties tracking student progress and felt worried for student wellbeing. Interestingly, concerns about technology were less common. Indeed, 19.1% enjoyed learning new online skills and integrating IT in new ways. Implications for student–teach...
Frontiers in Psychology [Research Topic "Coronavirus Disease (COVID-19): Psychoeducational Variables Involved in the Health Emergency"], 2021
The outbreak of the COVID-19 pandemic has upended lives and thrown the taken for granted into disarray. One of the most affected groups were teachers and students, faced with the necessity of school closures and—where logistically feasible—an urgent shift to emergency remote instruction, often with little prior notice. In this contribution, based on an online survey involving participants from 91 countries, we offer a perspective bridging the two groups, by investigating the role of teachers’ demographics and professional adaptation to emergency remote teaching in their perception of how their student were coping with the novel situation. The resultant model explains 51% of variance, and highlights the relative weights of the predictor variables. Given the importance of teacher perceptions in the effectiveness of their instruction, the findings may offer valuable guidelines for future training and intervention programs.
Teachers' coping strategies in mitigating remote learning-related distress during Covid-19 pandemic
Indonesian Journal of Social Sciences, 2024
The sudden shift to remote learning during the Covid-19 pandemic has brought much distress to teachers. Since the teachers are considered as the major force that facilitates the learning process, their well-being should be given importance. The study used a survey research design to determine the level of distress among private school teachers in San Pablo City, Philippines, using the Covid-19 Peritraumatic Distress Index (CPDI). It also analyzed the sources of distress and examined the different coping strategies the teachers are using to mitigate the distress related to remote learning. Results show that the majority of the respondents are experiencing distress, with most having mild-moderate distress, followed by severe distress. Preparation of learning materials, internet connectivity problems, limited teacher-student interaction, assessment of student's learning, tracking student's progress, inconducive working environment, and inadequate technical skills were identified as sources of distress. Most respondents prefer coping strategies that would promote their overall wellness and those activities that avoid the source of distress. These findings have implications for school owners and administrators, policymakers, and curriculum developers in addressing the needs of teachers by providing programs that would help them cope with the distress related to remote learning.
Teachers' Well-Being, Emotions, and Motivation During Emergency Remote Teaching Due to COVID-19
Frontiers In Psychology, 2022
This study explores the effects of the shift to emergency remote teaching (ERT) on teachers' levels of well-being, emotions, and motivation. A total of 936 Spanish teachers participated in this nationwide survey from all educational levels, thus allowing comparison among levels, which is a novelty and strength of our study. Four aspects were explored: (1) instructional adaptation to ERT; (2) well-being changes and the main challenges in this regard; (3) changes in emotions; and (4) changes in motivation and the main factors. Importantly, we explored a number of teacher characteristics (e.g., gender, age) for the three last aspects. Our results show that teachers felt the impact of ERT on their well-being, emotions, and motivation. Additionally, female teachers, teachers with students of low socioeconomic status (SES), in public schools, and primary and secondary teachers were the most affected groups. This indicates that the impact of ERT differed and some populations of teachers are more at risk of suffering burnout because of ERT.
Online Learning Journal [Special Issue on the COVID-19 Emergency Transition to Remote Learning] , 2021
The current SARS-CoV-2 pandemic has affected educational systems all over the world, throwing educators and learners into the need for shifting to emergency remote instruction, usually with little time given for preparation. From April until September 2020 we carried out a custom-made multinational longitudinal survey study involving participants from 118 countries, exploring 435 interlocking factors that potentially influenced the patterns of the stakeholders’ adaptation to teaching during school closures. Using agglomerative hierarchical clustering followed by a k-means cluster analysis, we detect two readily distinguishable groups, of better- and worse-coping instructors. Subsequently, we zoom in on two of the key constructs differentiating the two cohorts, namely teachers’ engagement in remote teaching and teacher coping with remote instruction. We present and discuss the findings against the backdrop of one individual and three contextual variables which were identified as significant moderator predictors: gender, education level handled, mode of delivery (synchronous vs asynchronous), and the economic status of the respective countries. The relative contribution of these predictors is calculated using a general linear model. Apart from their epistemological significance, the non-trivial findings offer valuable pedagogical and administrative guidelines for the continuing wave of the pandemic, as well as for planned online courses ‘proper’. The detection of the contextual effects also underscores the importance of large multisite research.
Pre-service Teachers’ Concerns in Emergency Remote Teaching During the Covid-19 Pandemic
International Journal of Educational Research Review, 2023
This study seeks to reveal the concerns of pre-service teachers in emergency remote teaching applied during the Covid-19 pandemic process. The study was designed as content analysis, which is one of the qualitative research methods. The study group consists of 45 pre-service teachers who continue their education at a public university in the southeastern region of Turkey in the spring semester of the 2021-2022 academic year and received remote teaching during the Covid-19 pandemic. A semi-structured interview form was used to collect data from pre-service teachers. The semi-structured interview form prepared through a literature review was checked by two field experts and the final decision was made for the forms in line with the obtained feedback. A voice recorder was used during the interviews. The names of the pre-service teachers interviewed in the study were coded as K1, K2, … K45. The data obtained from the interviews were descriptively analysed and themes, codes, frequencies, and percentages were determined. The concerns of pre-service teachers participating in the study during emergency remote teaching were gathered under four themes. As a result, it was revealed that pre-service teachers experienced concern about using computers, professional and personal development, communication and social interaction, effectiveness and online trust in emergency remote teaching applied during the Covid-19 pandemic. Recommendations for future studies were presented in the study.
Education Sciences, 2021
This research aimed to comprehend the impact of the first school closure on secondary education in Cyprus from students’ perspectives. Through the administration of an online survey with both closed and open questions, the study investigated the main issues and challenges that students experienced during their abrupt transition from face-to-face to emergency remote education and their main worries and concerns during this period, as well as their perceptions regarding the effectiveness of the teaching and learning process followed during the distance education period. The study also elicited students’ suggestions, based on their experiences from the lockdown period, on improving instruction in case of further lockdown(s) and in the post-COVID-19 era. Three hundred twenty-two (322) students of both upper and lower secondary education participated in the study. The data from closed questions were analysed using descriptive and inferential statistics, and for the data from the open que...
Experiences of Teachers While Teaching at Home During the COVID-19 Pandemic
Research Journal of Education, 2022
The purpose of the study was to assess how the COVID-19 pandemic impacted the experiences of teachers as they transitioned to teaching online. The researchers investigated the experiences of 81 teachers of grades 4-12 in South Texas while teaching at home during the pandemic. An online survey using a 3-point scale, posed questions to teachers about their experiences with administrative support, technical difficulties, communications capabilities, and personal wellbeing under pandemic protocols. Findings showed that teachers experienced a lack of administrative support and reported deteriorating wellbeing conditions. Daily contact with students and colleagues and weekly contact with parents was reported. Decreased social time was experienced by teachers as were increased stress and frustration levels. Most respondents observed different online learning capabilities among students from different social backgrounds. We conclude that teaching from home offers additional stress factors f...
Teacher Wellbeing During a Pandemic: Surviving or Thriving?
Social Education Research
As cases of COVID-19 surge across the world, research has begun to emerge which considers the implications of school lockdowns on student learning, engagement, and achievement. Yet as face-to-face teaching and learning recommences, it is not only students who will need help adjusting to "the new normal". While 2020 has seen a dramatic increase in the workload of teachers, many of whom have negotiated a continuity of learning in adverse circumstances, we must remember that long before COVID-19 disrupted schools, teachers were already at risk of burnout. The novel coronavirus has further exacerbated the stresses facing teachers, and as countries continue to navigate periods of remote education, recognising and supporting teacher wellbeing should be a key priority. In recognition of the contributions of teachers and the influence they yield over student learning, this article considers the importance of creating conditions for supporting teacher wellbeing before, during, and ...
Journal of Pedagogical Research
Mastering distance teaching imposed by the COVID-19 pandemic was challenging for many teachers. In the present cross-sectional survey, we assessed the level of stress that teachers experienced during the lockdown of schools in Germany, their strategies to cope with it, and external and internal barriers for distance teaching with an online questionnaire. Teachers were recruited for the study on the basis of nationwide professional networks (e.g. Eduserver-Education in Germany, The German Education Union (GEW)) as well as by advertising the study on homepages of associations for different special educational needs and in social networks (e.g. Facebook, Instagram). A total of 380 teachers from different school forms participated. They experienced medium to high levels of stress. More than 50 percent of them spent more than four hours daily on remote teaching, with secondary grammar school teachers experiencing significantly more stress and working more hours daily than special education teachers. The vast majority of them experienced technical barriers, but most of them felt able to cope functionally with the stress. Female teachers experienced significantly more stress, but coped with it more often in a functional way; teachers used more functional coping strategies when they expected external factors as barriers for distance teaching. The results imply that teachers' digital skills should be developed, schools should be better equipped with the necessary computer hard-and software, and more research on psychological factors contributing to teachers' willingness to use technologies for remote teaching in the pandemic and beyond should be done.