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1.
Dissertation Abstracts International: Section B: The Sciences and Engineering ; JOUR(12-B):No Pagination Specified, 83.
Article in English | APA PsycInfo | ID: covidwho-2101952

ABSTRACT

Teaching is one of the most emotionally exhausting careers due to high demands and workload, insufficient resources and supports, and student behavior management (Day et al., 2007;Demerouti et al., 2001;Trait, 2008). Increased stress related to teaching makes teachers highly susceptible to developing burnout, a psychological state characterized by emotional exhaustion, depersonalization, and a reduced sense of accomplishment (Maslach et al., 2001). Burnout in teachers is associated with lower levels of student achievement as students are directly impacted by the environment around them, including teacher well-being (Yavuz, 2009). With the COVID-19 pandemic disrupting schools since March of 2020, teachers have been asked to adapt to challenging circumstances in their professional and personal lives. Research is limited on how the COVID-19 pandemic has impacted teachers' psychological well-being and the development of burnout in this population (Sokal et al., 2020). Variables have been found in the literature that protect against burnout, and some are explicitly associated with teachers. Optimism, intrinsic motivation, and social support are variables that have been found to protect against burnout in the teaching profession (Hassan et al., 2017;Otero-Lopez et al., 2014;Tornuk & Gunes, 2020). In the current study, the researcher aims to expand on research regarding burnout in teachers related to the COVID-19 pandemic and whether personal variables that have previously served as a buffer against burnout have remained protective in the pandemic. Support was provided for the relationship between burnout and the resiliency variables intrinsic motivation, optimism, and social support. Within this sample, individuals who presented with greater levels of these resiliency variables were less likely to demonstrate high levels of burnout. Perceived stress was also examined and accounted for the most variance in burnout in this sample, suggesting that stress levels were high in the sample. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

2.
Dissertation Abstracts International Section A: Humanities and Social Sciences ; JOUR(2-A):No Pagination Specified, 84.
Article in English | APA PsycInfo | ID: covidwho-2101493

ABSTRACT

The COVID-19 pandemic induced a global educational emergency that abruptly threatened the continuity of education. Teachers and students were thrust into distance instruction, leaving many feeling unprepared to facilitate engaging reform-minded science, undermining their science identity, attitude, and self-efficacy. Even with the unprecedented instructional challenges, some elementary teachers were able to maintain their positive science beliefs and effectively continue to engage students. To understand the effectiveness of science teaching, science beliefs may serve as proxy data when evaluating teaching practices. To help guide education leaders and policymakers in their efforts to continue the momentum of reform-minded science, regardless of the teaching modality, the purpose of this study was to determine the factors associated with elementary teachers who were able to maintain their positive science attitude and self-efficacy during the education emergency. Utilizing a sequential explanatory mixed-method design with a phenomenological approach, data were collected through both quantitative surveys and qualitative interviews. Semi-structured interviews emphasized the types of factors that led to teachers' positive science attitude and self-efficacy in distance learning. Findings from this study indicate the factors associated with elementary teachers' belief maintenance included a combination of actions (interest and enjoyment in science and science teaching, voluntary pursuit of knowledge, prioritization of engaging reform-minded science instruction, and creating innovative instruction through leveraging technology and flexibility in free choice of supplies, projects, and overall student engagement), and dispositions (risk-taking, flexibility, embracing failure, and self-determination). These findings are discussed to help ensure effective reformed-minded science continues despite any future threat to education. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

3.
Teach Teach Educ ; : 103941, 2022 Nov 03.
Article in English | MEDLINE | ID: covidwho-2096054

ABSTRACT

This study used latent growth curve models to examine the impact of the COVID-19 pandemic on the development of teacher self-efficacy in student teachers. Results indicate that the teacher self-efficacy of student teachers taught during the first COVID-19 lockdown increased significantly less across a semester compared to student teachers taught prior to the pandemic, who gained practical experience in schools. There may be a cohort of student teachers at risk of entering the profession with lower self-efficacy than is typical. Universities and schools may wish to provide additional practical experiences to compensate for the missed opportunities during the COVID-19 pandemic.

4.
Journal of Associated Medical Sciences ; JOUR(1):113-120, 56.
Article in English | Scopus | ID: covidwho-2092567

ABSTRACT

Background: Teaching is an occupation where teachers consistently use their voices. However, excessive voice use causes voice disorders, especially in primary school teachers. Therefore, to prevent voice disorder problems in teachers during the COVID-19 pandemic, voice therapy using telepractice was adopted so that teachers would gain knowledge and know how to prevent voice disorders. Objectives: The main aim of this study was to develop and implement a pilot study on a telepractice program in voice therapy for primary school teachers. Materials and methods: Telepractice program for primary school teachers was designed from the literature review under the theory of voice therapy for those people with voice disorders. Five experts with more than five years’ experience in voice therapy tested the content validity, and five teachers undertook the entire program. Descriptive statistics were used to analyze the data. Results: The results of index of item-objective congruence (IOC) for content validity in Part 1 (program outline), Part 2 (program manual), Part 3 (telepractice videos), and Part 4 (telepractice program quizzes) were 0.8, 0.89, 0.88, and 0.87, respectively. The IOC of the entire telepractice program was found to be 0.86, which passed the criteria. The try-out phase resulted in teachers suggesting adjusting their participation time to after 6 pm. for more convenience. Other suggestions for using voice for online and onsite teaching during COVID-19 pandemic were also provided, e.g., voice level control while using a microphone, a headset, and a computer setting during online teaching. Conclusion: The pilot study of the telepractice program in voice therapy for primary school teachers passed the content validity test and try-out criteria for primary school teachers. Thus, the program could be used in voice therapy for teachers with voice disorders to eliminate program's efficiency in the next phase. © 2023, Faculty of Associated Medical Sciences, Chiang Mai University. All rights reserved.

5.
International Journal of Multidisciplinary: Applied Business & Education Research ; JOUR(10):1859-1863, 3.
Article in English | Academic Search Complete | ID: covidwho-2090878

ABSTRACT

Online learning platforms such as “Zoom” platform enable teachers who want to teach a second language like English without having to leave home, especially during the height of the (COVID-19) pandemic in the Kingdom of Thailand. The researcher investigated the readiness of English teachers for the employment of skills needed for online classes. The mixed method (quantitative and qualitative) research strategy was adopted in this study with the questionnaire as the main tool supported by interviews and observation. The data gathered researcher utilized the following statistical tools/formula: frequency, mean distribution, standard deviation, coefficient of variation, and t-test. 1. Thirty-one (31) to 40 years old have the greatest number of respondents;48 out of the 90 or 53.3% of the respondents are female and 42 out of the 90 or 46.7% of the respondents are male, and most of the respondents are teaching Primary 1 and 2. conducting small-group projects in an online class is the most experienced challenge encountered by the teachers in teaching the English Language through the “Zoom” platform. The study's findings are considered helpful in increasing institutional support for faculty development plans that will help faculty members transition from traditional methods to virtual ones. [ FROM AUTHOR]

6.
Med Sci Educ ; 32(5): 1131-1142, 2022 Oct.
Article in English | MEDLINE | ID: covidwho-2085774

ABSTRACT

The aim of this study is to evaluate teachers' perceptions of online seminars during COVID-19 pandemic to improve future courses in pharmacology. The study was performed as a questionnaire survey. A questionnaire that included 11 questions was used. A total of 14 online seminar teachers, of which 9 were senior teachers and 5 were PhD students, filled out the questionnaire. PhD students' and senior teachers' answers to questions 1-5 were compared statistically. The results of questions 6-10 were analysed qualitatively through thematic content analysis. There were no significant differences between senior teachers and PhD students in regard to the scores given to questions 1-5 in the questionnaire. Most (65%) teachers scored the online seminars lower than in person seminars. Interaction, communication, and group dynamics were mostly perceived to be less effective at online seminars compared to in person seminars. The main advantages of online seminars were time saving and flexibility. The main disadvantages of online seminars were reduced student interest, risk of monologue discussion and poorer communication without body language. Most teachers experienced minor technical problems with internet connection and sound quality. The teachers mentioned that better group dynamics, smaller groups, better chat functionality and clearer guidelines could help to improve online seminars. As an alternative to online seminars, blended-learning could be used. This way, one could appreciate both the richness of interactions in a face-to-face environment as well as the flexibility and convenience of online learning. Further studies comparing blended-learning and online teaching at seminars are needed to investigate this issue.

7.
Early Child Educ J ; : 1-12, 2022 Oct 20.
Article in English | MEDLINE | ID: covidwho-2085441

ABSTRACT

The negative impacts of COVID 19 on children's holistic development have been reported by researchers around the world. This qualitative study explored teachers' and parents' perspectives on the impact of physical/social distancing and school closure policies on children's socioemotional development. The study was conducted in fall 2020. The sample included four U.S. Preschools teachers (for 4-year-olds), four international preschool teachers (for 4, 5-year-olds), three U.S. Kindergarten teaches (for 5-year-olds), and 4 U.S. parents of 4 and 5-year-olds. Interviews were conducted over Zoom. Participants shared that the social deprivation experienced by children such as lack of friendships, absence of peer learning and peer communication, loss of play time, and lack of socialization impacted their children's socialization skills, higher order thinking development, mental health, and activity levels. Participants also shared that their children exhibited externalizing behaviors such as acting out, throwing tantrums, seeking negative attention, aggressiveness, lying, and showing disrespect. Participants reported children's life skills acquisition issues such as their over reliance on parents and difficulty in performing routine tasks. Participating teachers who taught 5-years-olds reported lower levels of fine motor skills among their students. The findings of the study suggest that although children have experienced severe academic learning loss during the pandemic, the post-pandemic ECE curriculum must keep a strong socio-emotional and practical life skills focus which contributes to children's overall well-being. Future studies may adopt a mixed method design in multi-country contexts to evaluate the impact of interventions implemented by early childhood programs on children's socioemotional health.

8.
Apuntes-Revista De Ciencias Sociales ; JOUR(92):215-242, 49.
Article in Spanish | Web of Science | ID: covidwho-2083245

ABSTRACT

Due to the COVID-19 pandemic, the entire educational system migrated to the virtual modality, bringing with it social, technological, psychological challenges, etc. In this context, rural schools, which had various shortcomings since before the pandemic, became a scenario where the teaching work and, consequently, student learning was harmed in various aspects. Therefore, this research sought to collect the experiences of secondary school teachers on virtual education that was implemented in rural areas of Peru due to the COVID-19 pandemic. The methodology was qualitative, phenomenological and interviews were conducted with 23 teachers. The initial impact of the school closures drastically changed the educational dynamic, leading to great uncertainty;in response, teachers went out in search of their students despite the geographical and technological difficulties. Likewise, the digital gap worsened, teachers did not receive help from some authorities, family support was diverse and educational programs were reduced, affecting learning opportunities. Everything would indicate that the pre-existing educational, social and technological gaps in rural areas have worsened and it is expected that the new public policies will address this problem as soon as possible.

9.
Apuntes-Revista De Ciencias Sociales ; JOUR(92):1-+, 49.
Article in Spanish | Web of Science | ID: covidwho-2083084

ABSTRACT

This article analyzes some of the changes that occurred in Mexican Community Distance-Learning High Schools during the COVID-19 pandemic, particularly regarding the conditions of actors within school systems, the new activities associated with distance-learning, and teacher student relationships. From the perspective of interpretive sociology and through semi-structured interviews, the aim is to take the perspective of head teachers and teachers into account, in order to show their role in the transformation of the schools. It was found that, even though the preexisting problems of head teachers and teachers were exacerbated, these actors played a leading role and carried out this teaching work with creativity and commitment.

10.
Ind Health ; 2022 Oct 20.
Article in English | MEDLINE | ID: covidwho-2080052

ABSTRACT

A school teacher's job is considered one of the most stressful occupations globally. The coronavirus disease 2019 pandemic has posed further challenges for school teachers. This study aimed to examine the effects of the pandemic on primary school teachers' stress responses in Japan. We analyzed the data from a nationwide survey of public-school teachers conducted between June 2019 and December 2021. The total numbers of participants were 65,968 in 2019, 72,248 in 2020, and 75,435 in 2021. Working hours and perceived main stressors as well as stress response scores were assessed. Contrary to expectations, the results showed that the stress response scores in primary school teachers did not increase in the first year of the pandemic. Rather, the stress response scores and the proportion of high-stress teachers significantly decreased from the pre-pandemic year (2019) to the first year of the pandemic (2020). However, the stress response scores showed a rising trend in the second year of the pandemic (2021). Participants' working hours decreased from 2019 to 2021. The findings in relation to main stressors matched these trends. Continuous monitoring of teachers' stress levels is recommended both during and after the pandemic.

11.
Psychol Rep ; : 332941221127631, 2022 Oct 14.
Article in English | MEDLINE | ID: covidwho-2079208

ABSTRACT

The present study aims to (1) identify the profiles of subjective well-being (SWB) and psychological well-being (PWB) in a sample of pre-service teachers during the second wave of the COVID-19 pandemic in Hong Kong, and (2) explore how different profiles are linked with teachers' self-efficacy. Participants were 291 pre-service teachers (Mage = 21.295, SD = 2.812, female = 89.903%) who were invited to complete self-report measures of SWB, PWB, and teachers' self-efficacy. Latent profile analysis with maximum likelihood estimation was conducted to identify well-being profiles that emerged in this sample. The results suggested a 3-class model with a high, moderate, and low well-being group. The findings also revealed that the pre-service teachers' well-being profiles as reflected by SWB and PWB indicators were consistent. Moreover, the pre-service teachers in the higher well-being group reported higher teaching self-efficacy than those in the lower well-being group. Findings highlighted the benefits of supporting pre-service teachers' well-being (i.e., SWB and PWB) to maintain their teachers' self-efficacy during the COVID-19 pandemic when teacher education and practicum are significantly disrupted. Interventions targeting various positive psychological skills (e.g., mindfulness, self-compassion, and positive reappraisal) are warranted. Future investigation is needed to examine the longitudinal relationship between pre-service teachers' well-being and self-efficacy.

12.
Dissertation Abstracts International: Section B: The Sciences and Engineering ; 83(12-B):No Pagination Specified, 2022.
Article in English | APA PsycInfo | ID: covidwho-2073967

ABSTRACT

Despite long-held, traditional gender role expectations in our society, fathers are seeing their roles as more than breadwinners and are contributing to caregiving duties at increasing rates. As a result, fathers are actively balancing participation in their home and work environments. As scholars produce literature on working fathers, it is essential to consider how specific occupations affect the work-life balance efforts of these parents. Scholars who study the experiences of faculty parents have often studied the perspectives of mothers. Fathers have received less scholarly attention. Factors related to gender norms, racial socialization, and climate may influence the experiences of fathers who were faculty members. Additionally, the COVID-19 global pandemic may present issues that affect the lived experiences of African American fathers who were faculty members, related to their workload and increased Racial Battle Fatigue (RBF). This research could make contributions not only to the literature on work-life balance for faculty parents but also to the literature on working fathers in particular.Therefore, the purpose of this phenomenological study was to explore the lived experiences of African American fathers who were faculty members. I used social role theory as a theoretical guide. Using 20 semi-structured interviews via Zoom, I sought to provide insights into these men's lives. This information could be useful to those who support African American fathers who were faculty members, including coparents, institutional and departmental administrators, policymakers, faculty colleagues as well as faculty members themselves.The results were grouped into four findings. The first finding, Environmental Contexts and the Roles of Father and Faculty Member, focused on the contexts that both the COVID-19 pandemic and the sociopolitical climate created for this group of fathers. The second finding, Interpreting the Narratives of Black Men and Absent Black Fathers showed that the participants were aware of stereotypes and narratives of African American men as absent Black fathers. An emergent third finding related to Social Support and Work-Life Balance, was that most study participants were members of Black Greek Letter Organizations (BGLOs) and found instrumental, informational, and emotional social support from these relationships. Finally, through the fourth finding of this study, Microaggressions and Implicit Bias at Work, I revealed that experiences with microaggressions in the work environment, related to the participants being perceived as intimidating or characterized as the Angry Black Man, was a source of Mundane Extreme Environmental Stress (M.E.E.S.) for some participants. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

13.
Curr Psychol ; 41(11): 8112-8122, 2022.
Article in English | MEDLINE | ID: covidwho-2075664

ABSTRACT

COVID appropriate behavioral measures need to be followed once school reopens. School teachers being in the forefront could substantiate the feasibility of suggested safety measures. This study aimed to assess teachers' perceptions towards COVID appropriate behaviors for children with school reopening and compare their mean scores between public versus private schools and across school boards. We conducted an observational school-based study of teachers over two months. Perceptions were scored using a five-point Likert symmetric agree to disagree scale. Results were expressed as proportions and analyzed using an independent sample t-test. Of the 547 teachers surveyed, most (> 90%) agreed to the suggested social distancing and hygiene measures. There was a significant difference in perception scores between private versus public schools and across boards regarding i) reducing the academic syllabus, ii) adopting a cloud-based system to integrate online-offline learning, and iii) conducting meetings online. In addition, measures such as i) teaching classes on alternate days with a limited number of children, ii) arranging benches/desks to maintain six feet distance between students, iii) dealing with psychological stress by counselors, and iv) arrangement with local hospitals for medical services were significant statistically across school boards. To conclude, most schoolteachers agreed with the need for social distancing and hygiene measures for children. There was a significant difference in perceptions between public versus private schools and across boards regarding academic syllabus, integration of online-offline student learning, number of children per class, the timing of classes, student seating arrangement, and medical/psychological guidance availability.

14.
J Community Health ; 2022 Oct 15.
Article in English | MEDLINE | ID: covidwho-2075489

ABSTRACT

COVID-19 vaccines are safe at a very high rate and protect against severe disease, hospitalization, and mortality. Schools are workplaces with high transmissibility of coronavirus and teachers are at risk of infection. The study aimed to find out the predictors of COVID-19 vaccine uptake in teachers. An on-line cross-sectional survey with a convenience sample was conducted, in Greece, during December 2021. We collected demographic data of teachers and we measured their attitudes towards COVID-19 vaccination and the pandemic. The sample included 513 teachers. The majority of them was vaccinated against COVID-19 (85.8%). The most important reasons for teachers' decline in COVID-19 vaccination were their concerns about safety, effectiveness and the side effects of COVID-19 vaccine. Also, furthermore they were characterized by strong self-assessment that they will not be infected by the COVID-19, and self-assessment that the COVID-19 vaccination will be useless for those who have already been diagnosed with COVID-19. After multivariable analysis, we found that increased age (OR 1.08, 95% CI 1.02-1.14, p = 0.011), and trust in COVID-19 vaccination (OR 2.57, 95% CI 2.07-3.18, p < 0.001) were related with an increased probability of a COVID-19 vaccine uptake. Also, teachers who lived with elderly people or vulnerable groups (OR 4.81, 95% CI 1.55-14.89, p = 0.006) during the COVID-19 pandemic, demonstrated greater probability to take COVID-19 vaccine. The study highlighted the need for reliable and accurate public information on both the risks of coronavirus infection and the vaccines' safety and efficacy.

15.
Arab World English Journal ; : 214-230, 2022.
Article in English | Web of Science | ID: covidwho-2072422

ABSTRACT

The COVID-19 pandemic has shifted English teaching to online platforms, such as Blackboard Collaborate, but whether online platforms affect the acquisition of core English language skills like speaking has yet to be studied extensively in the Saudi context. This study addressed and analyzed the perceptions of English as a foreign language instructors and students at the University of Jeddah, Saudi Arabia concerning the use of Blackboard Collaborate to develop speaking skills through an explanatory sequential mixed-method design. In the first phase, participants completed an online cross-sectional questionnaire for the quantitative approach. Data analysis revealed positive perceptions of speaking skill development through Blackboard Collaborate among both students and instructors. Female students and less experienced instructors reported more satisfaction with learning English through Blackboard Collaborate than male students and experienced instructors, respectively. In Phase 2, the researcher conducted in-person interviews with 10 instructors and 10 students, focusing on three areas: the Blackboard Collaborate user experience, instructors' and students' beliefs, and the challenges of and suggested improvements for Blackboard Collaborate. Instructors and students were fully aware of how to use the platform, and their motivation to use it was very high. This study further uncovered how Saudi students have shifted their learning style from passive to active learning following the student-centered approach. It also highlights the benefits Saudi women gained, as they were more comfortable practicing conversation through Blackboard Collaborate and the avoidance of cultural barriers. Studying the effects of culture on language learning through technology is a necessary direction for future

16.
Arab World English Journal ; : 88-103, 2022.
Article in English | Web of Science | ID: covidwho-2072417

ABSTRACT

This study examined the attitudes toward online learning of EFL students by applying technology acceptance model (TAM) constructs along with the characteristics of the online learning system and the experience of online learning as external independent variables. The study used a quantitative approach. The researchers collected data by administering a questionnaire using Microsoft's online form to the tertiary students who were studying for their Bachelor of Arts degree (B.A.) in the English Language and Literature Department at Al-Balqa Applied University - Jordan. . One hundred eighty-five students out of 602 responded to the questionnaire. The researchers used SPSS and Structural Equational Modeling (SEM - Smart PLS) to analyze the data. Among the findings, the characteristics of an online learning system significantly affected perceived usefulness (PU), perceived ease of use (PEOU), attitudes, and the behavioral intentions (BIs) of EFL learners. In contrast, EFL learners' PEOU negatively affected their attitudes towards online learning and BIs. Finally, the attitudes of students who studied online for four semesters or more were negative compared to those who took less than four semesters online. These findings could be attributed to the supposedly temporary and rapid shift to online learning due to Covid-19 lockdown measures. This study is significant because it develops an understanding of tertiary EFL attitudes towards online learning. It also reflects on their behavioral intentions to utilize online learning after the pandemic. The researchers believe that this is the first study to examine EFL learners' attitudes and BIs on using online learning during/after the pandemic in Jordan using TAM.

17.
Arab World English Journal ; : 3-16, 2022.
Article in English | Web of Science | ID: covidwho-2072415

ABSTRACT

The emergency transition to online learning due to COVID-19 has forced many sectors to respond quickly. The readiness of educational institutes to attend to the abrupt crisis and shift to teach remotely is practiced at different levels. Online assessment is one of them. Rapid advances in technology and software applications are changing the practices of assessment in innumerable ways. Teachers are encouraged to implement a diverse array of assessment methods to measure the learning process of their students in an online environment which may not be the same as conventional learning. Therefore, the current study aims to explore teachers' perspectives about online assessment during the COVID-19 pandemic in a Saudi context. This study endeavours to shed light on this aspect of online assessment by answering the main question of challenges and benefits faced by English teachers in an online environment. The study was qualitative in nature deploying semi-structured interviews with English instructors to collect data about the researched matter. The findings revealed that the most preferred online assessment tool teachers used to implement was the multiple-choice format. Also, the analysis showed that challenges associated with online assessment were diverse, and some of them were handled appropriately while others remained. For the advantages, they worked in favour of teachers, students and department. This was observed in the opportunities online assessment could provide to save time, easiness to design, take and record and objectivity in marking. Implications and recommendations were offered for further direction and research.

18.
Revista Ibero-Americana De Estudos Em Educacao ; 17:953-966, 2022.
Article in English | Web of Science | ID: covidwho-2072388

ABSTRACT

The discussions on teacher training and work have been expanded through the emergence of the Sars-Cov 2 virus, generator of the pandemic state of COVID-19, with the following questions: How is the training of Early Childhood Education teachers taking place in this pandemic context and how is it impacting the teaching performance? Thus, the general objective is to analyze the continuing education of teachers and its implications in Early Childhood Education. The present study was based on discussions and analyses that took place in the Discipline "Education, human formation and praxis: implications of Marxism, Historical-Cultural Theory and Historical-Critical Pedagogy for School Education" linked to the Post-Graduate Program in Education at the Londrina State University. The research is bibliographic with research and critical-dialectical analysis, with authors who deal with this perspective, which involves the Historical-Cultural Theory and the Historical-Critical Pedagogy, whose aim is to contribute in the new thinking the formation and action of the teacher of Early Childhood Education.

19.
International Journal of Technology Enhanced Learning ; 14(4):420-444, 2022.
Article in English | Web of Science | ID: covidwho-2070795

ABSTRACT

The experience of remote learning during the pandemic COVID-19 significantly accelerated the process of digitalisation of the higher education in Russia and intensified preparations for the transition to a model of the Digital University. However, even those educational institutions that successfully applied remote technologies in the educational process faced the problem of effectively managing the entire remote learning system. The aim of the study is to identify the management potential of remote learning at universities in Russia from the point of view of the methodology of active management systems. Models of the remote learning system in institutions of higher education relevant for different stages of development have been created;recommendations are made to integrate the proposed models into the Digital University model. Research results contribute to the development of the theory and practice of active management systems in terms of modelling remote learning in institutions of higher education.

20.
International Journal of Technology Enhanced Learning ; 14(4):347-362, 2022.
Article in English | Web of Science | ID: covidwho-2070792

ABSTRACT

As the COVID-19 crisis spread around the world by early 2020, countries, institutions, and individuals worldwide had to respond swiftly to the pandemic. In Jordan, all teachers were required to resume teaching online from home during the second semester of the scholastic year 2019/2020. Owing the various stressful issues associated with the fundamental and sudden shift to online teaching, teachers were expected to experience burnout which usually impacts professional and personal lives of teachers. The current study examined the impact of certain variables (sex, age, marital status, type of school and stage) on teachers' burnout levels during the lockdown of COVID-19. The study investigated the three burnout domains (Emotional exhaustion, Depersonalisation, and Personal accomplishment) based on Maslach Burnout Inventory 22-items which was administered online to a stratified random sample of (3162) teachers from all regions of Jordan. The results showed that online teaching resulted in teachers' high to moderate levels of burnout in the three domains of burnout during COVID-19 lockdown. Overall male, older, married, governmental and secondary schools teachers reported higher levels of burnout in the three domains than the other teachers.

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