The switch to online teaching that the global COVID-19 crisis necessitated has been discussed in many studies. Few papers, however, have investigated teachers’ perceptions and the self-initiated changes they made due to such a transition. This study adopted a mixed methods design to determine the perceptions of teachers and the changes they made during the crisis. For this undertaking, a purposive snowball sampling of thirty in-service teachers in Israel was used. The study revealed that considerable changes were made in the participants’ pedagogical practices, and there was a significant correlation between these changes and teachers’ perceptions of their teaching profession. The changes essentially applied to two main categories: teaching goals and teaching strategies. In addition, the findings showed that the revised teaching goals and strategies were executed to the teachers’ own volition and were consistent with Social Emotional Learning (SEL) pedagogy. To enhance the social-emotional competence and well-being of teachers and students, the researchers recommend elevating and enhancing the teaching profession by establishing SEL pedagogy in all schools, not only in times of crisis but as a policy empowered by advocacy.
This study explores the relationship between online learning academic behavioural confidence (OLABC) and online learning trait anxiety (OLTA) during the COVID-19 crisis. The findings reveal that though students from multiple countries have experienced varied levels of anxiety, such anxiety has correlated positively with their OLABC. The researchers assume that COVID-19's deleterious effects on student online learning confidence have been moderated due to the prevalence of pandemic-related anxiety. Therefore, such anxiety has become passable and tolerated via adaptation and therefore should be viewed as “trait” rather than “state” anxiety. The researchers further believe that the quality of delivery methods is significant in determining the level of academic behavioural confidence, and hence, incessant and guided online teaching may produce a productive, effective, and interactive learning experience and uplift student ABC.
This exploratory qualitative study sought to understand the role of transformational leadership in promoting educational sustainability (ES) through examining three classroom critical incidents. For this undertaking, the study employed a quadratic method integrating four theories: Ethnomethodology (particularly indexicality and contextualization), Flanders’ Interaction Analysis Categories (FIAC), Interactional Sociolinguistics (IS), and Transformational Leadership (TL). Two of the three incidents took place during face-to-face classes, while the third transpired online due to the COVID-19 pandemic. Analyses of teachers’ TL and communication strategies were administered, and each respective event was unfolded, explored, and evaluated qualitatively through a bidirectional model designed by the researchers. Data were collected and the study revealed that teachers demonstrated varied levels of TL based on their perceptions of incidents, the awareness of their professional roles as leaders, and the linguistic choices they made. In addition, analyzing the results of teachers’ discourses, TL was demonstrated to be a leverage point for promoting educational sustainability. Proven to be an effective tool, the bidirectional model can be advocated by policy makers to help teachers assume their roles as leaders, and even to qualify them as leaders.
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