Teachers’ engagement in and coping with emergency remote instruction during COVID-19-induced school closures: A multinational contextual perspective (original) (raw)

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.

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