A correlational study of teacher perceptions of preparedness for online instruction

ABSTRACT

The purpose of this study was to explore the relationship between teacher preparedness for online instruction and affective factors related to work (job satisfaction, job stress, and organizational commitment) as perceived by secondary teachers within a small public school district in Southeast Texas. COVID-19 has shown that at a given moment the world, as we know it, can change. During the summer of the 2020-2021 school year, school districts relied heavily on the use of virtual professional development to educate teachers on the basics of providing online instruction (Ferdig et al., 2020). While this short period of time was beneficial for some, several teachers continued on, trying to grasp the overall concept of online instruction (Marasi et al, 2020). Teacher preparedness contributes to the overall success (Darling-Hammond, 2000) and attitudes of teachers. Naylor and Nyanjom (2020) noted that several factors contribute to teacher feelings about their current organization. These factors include the teacher's overall well-being, job satisfaction, burnout risk and retention, the emotional bonds created with students, teaching strategies, curriculum selection, and lastly, lesson planning efforts contribute to their feelings towards their current work organization. Using the Pearson ProductMoment Correlation within this quantitative study determined that as teacher preparedness increased so did the overall teacher perception of job satisfaction, job stress and organizational commitment. In conclusion, this study sheds light on the importance of meaningful professional development ensuring teacher perceptions are preserved through swift changes. Moreover, the relationship between teacher perception of online preparedness, job satisfaction, job stress and organizational commitment are evident and warranted analysis. (PsycInfo Database Record (c) 2022 APA, all rights reserved)