ABSTRACT
Amidst the outbreak of the coronavirus (COVID-19) pandemic, distance education, where the learning process is conducted online, has become the norm. Campus-based programs and courses have been redesigned in a timely manner which was a challenge for teachers not used to distance teaching. Students' engagement and active participation become an issue;add to that the new emerging effects associated with this setup, such as the so-called "Zoom fatigue", a term coined recently by some authors referring to one's exhaustion feeling that stems from the overuse of virtual meetings. In realising this problem, solutions were suggested in the literature to help trigger students' engagement and enhance teachers' experience in online teaching. This study analyses these effects along with our teachers' experience in the new learning environment and concludes by devising some recommendations. To attain the above objectives, we conducted online interviews with six of our teachers, transcribed the content of the videos and then applied the inductive research approach to assess the results. © 2022 Owner/Author.
ABSTRACT
The purpose of this study is to collect and analyze data related to the impact of internal and external factors as predictors of teachers' decisions to teach in urban PK-6 Title I public schools. The quantitative study will identify the impact of predictors classified as teacher characteristics, school characteristics, organizational characteristics, teacher efficacy, and COVID-19 on teachers in classrooms that educate economically disadvantaged students in an urban Title I public school district in southwest Texas. Utilizing Bernard Weiner's (1958) Attribution Theory of Achievement as a framework, the study will measure the impact of internal and external factors that teachers attribute to their longevity in Title I classrooms. The guiding research question is: How do internal and external predictors, classified as teacher characteristics, school characteristics, organizational characteristics, teacher efficacy, and the COVID-19 pandemic predict teacher retention in urban Title I PreK-6 schools? The survey containing 62 questions was completed by 354 participants. The results of the study uncovered the degree of impact the predictors had on teachers' decision to continue to teach in some of the most challenging classrooms, despite the external and internal factors that led to the exit of many of their peers. The predictors identified as contributing to longevity in urban Title I public schools included (a) 20+ years of experience, (b) a bachelor's degree, and (c) salary and workload. The two predictors' teachers indicated would decrease the likelihood of longevity in Title I urban public schools included (a) teachers aged 25-35, and (b) teachers aged 36-43. The lessons learned from these teachers will be added to the body of research pertaining to the necessity to retain teachers in urban Title I public schools. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
ABSTRACT
The purpose of this study is to collect and analyze data related to the impact of internal and external factors as predictors of teachers' decisions to teach in urban PK-6 Title I public schools. The quantitative study will identify the impact of predictors classified as teacher characteristics, school characteristics, organizational characteristics, teacher efficacy, and COVID-19 on teachers in classrooms that educate economically disadvantaged students in an urban Title I public school district in southwest Texas. Utilizing Bernard Weiner's (1958) Attribution Theory of Achievement as a framework, the study will measure the impact of internal and external factors that teachers attribute to their longevity in Title I classrooms. The guiding research question is: How do internal and external predictors, classified as teacher characteristics, school characteristics, organizational characteristics, teacher efficacy, and the COVID-19 pandemic predict teacher retention in urban Title I PreK-6 schools? The survey containing 62 questions was completed by 354 participants. The results of the study uncovered the degree of impact the predictors had on teachers' decision to continue to teach in some of the most challenging classrooms, despite the external and internal factors that led to the exit of many of their peers. The predictors identified as contributing to longevity in urban Title I public schools included (a) 20+ years of experience, (b) a bachelor's degree, and (c) salary and workload. The two predictors' teachers indicated would decrease the likelihood of longevity in Title I urban public schools included (a) teachers aged 25-35, and (b) teachers aged 36-43. The lessons learned from these teachers will be added to the body of research pertaining to the necessity to retain teachers in urban Title I public schools. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
ABSTRACT
During the Covid-19 pandemic, thousands of Chinese teachers went on teaching online. What are their thoughts and experiences after teaching online? What is the implication for implementing online teaching worldwide? This study explored 42 Chinese middle school and high school teachers' online teaching experience during the Covid-19 outbreak. The result shows a conflict between Chinese teachers' needs for educational technology and the available technology. On the one hand, teachers expressed the need to effectively "manage students"during online teaching and to communicate with students emotionally. The simple 3G network and "one-size fit all"software and apps are ineffective for their instruction. On the other hand, while more updated technology like 5G network and virtual reality might provide answers for the teachers, those technology is not available to the teachers. Such results have implications for future technology development, such as 5G technology and virtual reality that can effectively facilitate instant and emotional communications for future online teaching. After the online teaching experiences, Chinese teachers showed generally optimistic attitudes towards applying updated technology in schools. The study also implies that teacher education and teacher training should focus on changing teachers' philosophy of education and educational technology. © 2021 ACM.