Emozioni e reazioni dei docenti ai cambiamenti in tempo di COVID-19. Dalla "didattica in presenza" alla "presenza didattica"

Novara, Cinzia; Napoli, Gaetano Di; Procentese, Fortuna

doi:10.3280/psc2021-001005

Cited by 3 publications

(20 citation statements)

References 16 publications

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“…Among these services, schools and Universities were required to totally or partly (i.e., with some students online and some in the classroom) move educational activities online according to the severity of local contagions and restrictions. Overall, their activities were totally kept online for most of those months, to safeguard students' and teachers' health while guaranteeing students' right to study (Aristovnik et al, 2020 ; Guidetti & Albanesi, 2021 ; Novara et al, 2021 ). This required to resort to Emergency Remote Teaching (ERT), that is “a temporary shift of instructional delivery to an alternate delivery mode due to crisis circumstances.…”

Section: Introductionmentioning

confidence: 99%

“…ERT differs from online teaching since the latter rather refers to “experiences that are planned from the beginning and designed to be online” (Hodges et al, 2020 ), thus requiring careful design and planning of such activities, clear instructions and training about how to use the needed software and tools, and a systematic model for the development of those experiences. Conversely, ERT brought about disruptive and unprepared changes as to the workloads and ways of working for teachers (Bozkurt et al, 2020 ; Talidong, 2020 ), who felt in charge of creating positive connections with students and fostering a productive and engaging learning environment despite the Information and Communication Technologies (ICTs) mediated ways of teaching (Alvarez, 2020 ; Novara et al, 2021 )—which they had rarely or never experienced before.…”

Section: Introductionmentioning

confidence: 99%

“…Indeed, ERT required proper technical skills for teachers to be able to use the tools and platforms needed to remotely deliver educational activities, and to quickly learn how to integrate these technologies in their teaching activities (Bao, 2020 ). This made teachers feel unprepared in coping with these changes and innovations (Novara et al, 2021 ), producing higher rates of ICTs‐related job distress (Cardullo et al, 2021 ). As a consequence, they experienced increased workload and working hours, exceeding the time boundaries they would have had at school (Guidetti & Albanesi, 2021 ; Novara et al, 2021 ) due to the need to differently plan their teaching activities and adapt to this new and unfamiliar educational setting (OECD, 2020 ).…”

Section: Introductionmentioning

confidence: 99%

“…This made teachers feel unprepared in coping with these changes and innovations (Novara et al, 2021 ), producing higher rates of ICTs‐related job distress (Cardullo et al, 2021 ). As a consequence, they experienced increased workload and working hours, exceeding the time boundaries they would have had at school (Guidetti & Albanesi, 2021 ; Novara et al, 2021 ) due to the need to differently plan their teaching activities and adapt to this new and unfamiliar educational setting (OECD, 2020 ). Further, the need to manage more complex educational and social scenarios as to their classrooms and the increased working hours also brought about higher rates of job distress at large (Besser et al, 2020 ; Guidetti & Albanesi, 2021 ; Klapproth et al, 2020 ; Novara et al, 2021 ; Procentese & Fantini et al, 2021 ; UNESCO, 2020 ).…”

Section: Introductionmentioning

confidence: 99%

“…As a consequence, they experienced increased workload and working hours, exceeding the time boundaries they would have had at school (Guidetti & Albanesi, 2021 ; Novara et al, 2021 ) due to the need to differently plan their teaching activities and adapt to this new and unfamiliar educational setting (OECD, 2020 ). Further, the need to manage more complex educational and social scenarios as to their classrooms and the increased working hours also brought about higher rates of job distress at large (Besser et al, 2020 ; Guidetti & Albanesi, 2021 ; Klapproth et al, 2020 ; Novara et al, 2021 ; Procentese & Fantini et al, 2021 ; UNESCO, 2020 ). Overall, this put their job‐related efficacy and satisfaction at risk, since both these kinds of job‐related distress could negatively impact these two job‐related positive outcomes (e.g., Burić & Kim, 2020 ; Chen et al, 2020 ; Klassen & Chiu, 2010 ; Klassen et al, 2010 ; Yu et al, 2015 ).…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

Protective and risk social dimensions of emergency remote teaching during COVID‐19 pandemic: A multiple mediation study

Procentese

Gatti

Ceglie

2022

Journal Community Psychology

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The changes in teaching due to COVID‐19‐related restraints generated distress among teachers, putting their job‐related efficacy and satisfaction at risk. This study deepens the community‐related protective and risk factors in teachers' experience. An online questionnaire detecting social distancing burnout, job‐related distress experience, efficacy and satisfaction, and Sense of Community (SoC) was administered to 307 Italian teachers. A multiple mediation model was tested with Structural Equation Modeling. Evidence showed that social distancing burnout could increase teachers' distress rates and, through them, impact their job‐related efficacy and satisfaction; however, its effects on the latter depended on the kind of distress mediating. Conversely, SoC could support their job‐related efficacy and satisfaction, yet no association with their distress rates emerged. The role of social distancing and Information and Communication Technologies (ICTs)‐related distress as the main threats for teachers stems, along with the one of job distress and the community of belonging as assets on which teachers relied.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Protective and risk social dimensions of emergency remote teaching during COVID‐19 pandemic: A multiple mediation study

Procentese

Gatti

Ceglie

2022

Journal Community Psychology

Self Cite

View full text Add to dashboard Cite

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Account(share)ability through social media during the COVID-19 emergency: the case of universities

Masiero

Leoni

Bagnoli

2022

MEDAR

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Purpose This paper aims at exploring how and to what extent universities enlisted Facebook, a social media platform, in the discharging and shaping of their accountability during the COVID-19 emergency. Design/methodology/approach Drawing on the literature on accountability in the virtual world and crises, a netnographic analysis of the Facebook postings by a sample of Italian universities is performed to identify and interpret the accountability discharged via social media platforms by universities during the COVID-19 pandemic. Findings Universities used social media in a range of modes, from conveying simple instructions to rendering traditional accountability for their conduct during the crisis. However, in various Facebook postings, they give voice to various stakeholders’ thoughts and experiences, thereby completely reversing the traditional accountability relationship and making the various stakeholders feel included in the university community. Practical implications Social media can constitute a useful tool for organizations willing to deploy different modes of accountabilities, according to what is required by the specific situation. In the authors’ case, social media provided a forum for account-sharing during a critical situation that was common to both the account giver and the recipient. Originality/value To the best of the authors’ knowledge, this is the first study to investigate the use of social media by universities for accountability purposes and to reveal their possibilities in supporting more ethical forms of accountability.

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Teachers’ stress experiences during COVID-19-related emergency remote teaching: Results from an exploratory study

et al. 2022

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The study provides a portrait of teachers’ stress experience in the face of the needed introduction of information systems (IS) during COVID-19-related emergency remote teaching. Researchers contacted the headmasters at several Italian schools, who choose teacher’s representatives. The latters shared the online questionnaire among colleagues; the teachers voluntarily decided to participate. The cross-sectional study involved 237 Italian teachers (81.5% female; Mage = 50.20; SDage = 8.87). This survey wanted to detect information systems-related distress and eustress on the job, and technostress creators and inhibitors. Descriptive statistics, correlational analyses, and a multiple regression model using structural equation modeling were run. As according to the model, IS-related distress and eustress on the job were the dependent variables, technostress creators and inhibitors the independent ones, and respondents’ gender and age the control ones. Both technostress creators and inhibitors showed significant relationships with IS-related distress and eustress. Technostress creators showed a positive relationship with IS-related distress and a negative one with IS-related eustress; conversely, technostress inhibitors showed an opposite pattern of relationships. Only technostress creators significantly associate to both age and gender in the model, suggesting that older, female teachers tended to experience more technostress creators. Due to the increases in remote work, the awareness of IS-related stress experiences represents a key factor to evaluate work-related risks and prevent stress-related problems. The results from this study suggest that using technologies can represent both a threat to one’s well-being, highlighting the need to provide adequate trainings and support, but also a resource for personal enrichment.

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Emozioni e reazioni dei docenti ai cambiamenti in tempo di COVID-19. Dalla "didattica in presenza" alla "presenza didattica"

Cited by 3 publications

References 16 publications

Protective and risk social dimensions of emergency remote teaching during COVID‐19 pandemic: A multiple mediation study

Protective and risk social dimensions of emergency remote teaching during COVID‐19 pandemic: A multiple mediation study

Account(share)ability through social media during the COVID-19 emergency: the case of universities

Teachers’ stress experiences during COVID-19-related emergency remote teaching: Results from an exploratory study

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