Factor Associated With Teacher Satisfaction and Online Teaching Effectiveness Under Adversity Situations: A Case of Vietnamese Teachers During COVID-19

Pham, Phuong-Tam; Phan, Thanh-Thao Thi; Yen, Nguyen; Hoang, Anh-Duc

doi:10.1177/00220574211039483

Cited by 15 publications

(22 citation statements)

References 78 publications

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“…It, therefore, implies that teachers were less satisfied and less confident while teaching online. is result corroborates the position of Pham et al [66] who argued that abrupt changes in daily routine and teaching habits, and anxiety had a significant negative impact on both teacher satisfaction and online teaching effectiveness. e finding also coincides with [35], where the author claimed that teachers' levels of satisfaction dropped and that they experienced rapid mental fatigue with the online teaching process.…”

Section: Discussionsupporting

confidence: 89%

Effectiveness of Need-Based Teacher’s Training Program to Enhance Online Teaching Quality

Ahmmed

Saha

Tamal

2022

Education Research International

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The COVID-19 pandemic drastically transformed the global education system forever. To sustain the education system, e-learning has been adopted as an alternative teaching-learning strategy in most countries. Due to this sudden transition, teachers had practically no time to prepare themselves for distance learning, especially in developing countries. Consequently, teachers faced numerous challenges while teaching online. The present study aimed to explore the effectiveness of need-based teachers’ training programs to address online teaching challenges faced by primary and secondary level teachers. Adopting a mixed-method research approach, this study was conducted between January and July 2021 at 6 primary and secondary level institutions in 4 different districts of Bangladesh. Primary data were collected through face-to-face surveys, electronic surveys, and one-to-one semi-structured interviews. Descriptive analysis and bivariate correlational analysis were carried out for quantitative data exploration. On the other hand, qualitative data were coded and analyzed thematically. Findings highlight that less familiarity with online teaching tools, lack of digital skills, unstable Internet connectivity, difficulties with time management, insufficient teaching materials, lack of satisfaction, heavy workload, and poor self-confidence were the key barriers to online teaching. However, in this study, a proper need-based teacher training program is found to be considerably effective in improving online teaching quality by increasing teachers’ technological skills, confidence, satisfaction, motivation, time management skill, and behavioral changes. The overall findings of this study are expected to assist the devolved authorities in implementing synchronized policies to improve online teaching quality.

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Section: Discussionsupporting

confidence: 89%

Effectiveness of Need-Based Teacher’s Training Program to Enhance Online Teaching Quality

Ahmmed

Saha

Tamal

2022

Education Research International

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“…Empirical evidence from the case of Vietnamese social work educators and students (e.g. Dinh and Nguyen, 2020 ; Pham et al, 2021 ) demonstrates that restricted access to technology resources (e.g. disrupted Internet connection and low-quality sound of the lectures) has impeded effective participation in online courses during COVID-19.…”

Section: Methodsmentioning

confidence: 99%

“…Similarly, personal strains on lecturers resulting from the pandemic such as health concerns, emotional care, new family and domestic responsibilities, professional and personal plans, or household organisation are rarely put in the forefront, if at all considered. Studies have shown that Vietnamese teachers are undesirably pushed to stay more resilient to unexpected transformation in daily teaching routines caused by the pandemic ( Pham and Phan, 2021 ; Pham et al, 2021 ). Indeed, despite the volume of work and additional training needed to adjust to online teaching and assessment during COVID-19, teacher remuneration paradoxically remains unchanged ( Pham, 2021 ).…”

Section: Methodsmentioning

confidence: 99%

COVID-19 and higher education in Vietnam: Systematically rethinking the quality assurance system and practices towards the ‘new normal’ in post-crisis era

Ngo

Phan

2022

Policy Futures in Education

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COVID-19 has spawned a critical shift in the landscape of higher education (HE) worldwide, entailing transformations of practices across the field, in which quality assurance (QA) for HE has also evolved to both reflect and stay adaptive to the ‘new normal’ formed during and beyond the pandemic. Against the COVID-19 context, this paper retells some of the existing debates for Vietnamese QA and accreditation activities, as well as identifies emerging challenges in QA practices in the post-pandemic era. Theoretically, the paper contributes a conceptual tool to examine the QA of the Vietnamese HE system, embracing three dimensions of teaching and learning, inputs and outputs. This further underpins our inquiry for QA practices in the Vietnamese HE context which has been scaffolded and developed accordingly. Drawn from a critical review and analysis of emerging policies and existing literature, practical implications and projections for the directions of Vietnamese QA in the future will be provided. This paper presents a timely insight for the process of policy-making and the implementation process of QA in Vietnamese HE during a time of uncertainties and looks towards building resilience to future crises.

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“…The sudden switch to the online mode posed multiple challenges to many countries worldwide (Bergdahl & Nouri, 2021;Kovacs et al, 2021;Pham et al, 2021). It required teachers to swiftly equip themselves with digital competence to cope with the new mode(s) of delivery.…”

Section: Introductionmentioning

confidence: 99%

Examining teachers’ behavioural intention for online teaching after COVID-19 pandemic: A large-scale survey

Khong

Lai

et al. 2022

Educ Inf Technol

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Recently, the coronavirus disease 2019 (COVID-19) pandemic has led to rapid digitalisation in education, requiring educators to adopt several technologies simultaneously for online learning and teaching. Using a large-scale survey (N = 1740), this study aims to construct a model that predicts teachers’ extensive technology acceptance by extending the Technology Acceptance Model (TAM) with their technological pedagogical content knowledge (TPACK) and innovativeness. TAM has been a valuable tool to measure the adoption of new technology in various contexts, including education. However, TAM has been designed and principally applied to assess user acceptance of a specific technology implementation. This study has extended TAM to measure teachers’ technology-enabled practice (online teaching) with the adoption of various technologies. The proposed model explains teachers’ behavioural intention to teach online with a good fit. Our findings revealed the collective effects of TPACK, perceived usefulness (PU) of technology, and innovativeness on teachers’ behavioural intention to teach online post-pandemic. Moreover, the study identified training and support from school as a significant predictor for both teachers’ TPACK and PU. The novelty of this study lies in its model conceptualisation that incorporates both information-technology-based constructs and personal-competence-based features, including TPACK and innovativeness. Furthermore, our study contributes to the growing body of literature that addresses the online teaching adoption by schoolteachers in the post-pandemic era.

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Factor Associated With Teacher Satisfaction and Online Teaching Effectiveness Under Adversity Situations: A Case of Vietnamese Teachers During COVID-19

Cited by 15 publications

References 78 publications

Effectiveness of Need-Based Teacher’s Training Program to Enhance Online Teaching Quality

Effectiveness of Need-Based Teacher’s Training Program to Enhance Online Teaching Quality

COVID-19 and higher education in Vietnam: Systematically rethinking the quality assurance system and practices towards the ‘new normal’ in post-crisis era

Examining teachers’ behavioural intention for online teaching after COVID-19 pandemic: A large-scale survey

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