<p style="text-align: justify;">During COVID-19 in Athens, Greece, 535 general education and 170 special education teachers were tested for computer use self-efficacy, ICT competence, and computer attitudes. Demographic and occupational factors impacted computer attitudes and computer use self-efficacy. The GCAS and GCSES showed that general and special education teachers liked computers. Teachers were computer-savvy and confident. Computer attitudes boosted computer use self-efficacy. Computer self-efficacy is strongly linked with computer attitudes, subscales of confidence and affection and moderately linked with cognitions about computers. Age, position, and ICT training substantially influenced computer attitudes and computer use self-efficacy. ICT-trained teachers had improved their attitudes and computer use self-efficacy. Computer self-efficacy and attitudes about computers did not change for special education teachers, but computer confidence increased. Except for those under 25, younger teachers demonstrated higher computer self-efficacy than older ones.</p>
Although when we speak of COVID – 19 the main affect concerns the health of individuals, it is clear that the pandemic has also affected many aspects of life such as the educational sector. Both teachers and students in Greece faced the challenge of the implementation of distance learning, national wide, during the pandemic. There is still a lack of a proper theoretical model and comprehensive scientific tools to measure the impact of COVID – 19 in education. The purpose of this research is to study and analyze whether distance learning affected the Greek private high schools in different ways such as in terms of students’ graduation or their success rate in the PanHellenic Exams, during the first outbreak of the COVID-19 pandemic. Based on literature and feedback received from high schools’ principals we captured important results over the use of distance learning and its effectiveness. More specifically, through the quantitative study performed on 63 out of 79 private high schools’ principals, the researchers reached the conclusion that the majority of private schools managed distance education successfully. It was proved that both teaching and administrative staff were highly competent and skilled in the use of new technologies and therefore, distance education was not treated as a problematic situation but it steadily became part of each school’s daily routine. EL Classifications: Μ19 (M: Business Administration and Business Economics/ Marketing/ Accounting/ Personnel Economics – Μ1: Business Administration – M19: Others) Key words: Distance Education, COVID – 19 Pandemic, Greek Private High Schools, Principals
Personal quality and total quality management (TQM) are key success factors for organizational performance. The combination of individual and team quality management actions leads to motivated people in the workplace and can create high quality processes, relationships and outputs. The Cause and Effect Diagram (Fishbone) is one of the seven most known quality tools and it provides a systematic way of looking at effects and the causes that create or contribute to those effects. It helps an organization to identify, analyze and improve quality issues. This study examines the use of the Cause and Effect Diagram (Fishbone) quality tool in a classroom during the pandemic of COVID – 19. After the use of the tool by the class participants on personal and team level, students were also asked to assess its impact and provide feedback over the connection of this tool application to personal quality development. The researchers concluded that on a team basis, the Cause and Effect Diagram helped the team members visually diagram the problems and allowed them to truly diagnose the problem, to separate a problem's content from its history, and facilitated team consensus around its causes. Finally, it is well – known that by team action are cultivated skills such as cooperation, team – thinking, determination, persuasion, creativity, inspiration, fast problem solving, synergy, immediate decision making and direct communication. EL Classification: Μ19 Keywords: Total Quality Management, Personal Quality, Cause and Effect Diagram, Personal and Team Projects
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