Impact of institutional support on educators' subjective well-being during the transition to virtual work due to COVID-19 lockdown

Kumpikaitè-Valiüniené, Vilmantè; Duobienė, Jurga; Liubinienė, Vilmantė; Kasperiūnienė, Judita; Tandžegolskienė, Ilona

doi:10.1017/jmo.2021.60

Cited by 8 publications

(11 citation statements)

References 58 publications

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“…When we use well-being in reference to teachers, we are referring to their work at their educational institutions. Teachers’ well-being is influenced by a myriad of contextual factors, such as institutional resources and support ( Kumpikaitė-Valiūnienė et al, 2021 ), workload, or students’ behavior in the classroom ( Chan et al, 2021 ), as well as by teacher-specific personal variables such as personality or engagement at work ( Jelińska and Paradowski, 2021 ).…”

Section: Introductionmentioning

confidence: 99%

Teachers’ Well-Being, Emotions, and Motivation During Emergency Remote Teaching Due to COVID-19

et al. 2022

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This study explores the effects of the shift to emergency remote teaching (ERT) on teachers’ levels of well-being, emotions, and motivation. A total of 936 Spanish teachers participated in this nationwide survey from all educational levels, thus allowing comparison among levels, which is a novelty and strength of our study. Four aspects were explored: (1) instructional adaptation to ERT; (2) well-being changes and the main challenges in this regard; (3) changes in emotions; and (4) changes in motivation and the main factors. Importantly, we explored a number of teacher characteristics (e.g., gender, age) for the three last aspects. Our results show that teachers felt the impact of ERT on their well-being, emotions, and motivation. Additionally, female teachers, teachers with students of low socioeconomic status (SES), in public schools, and primary and secondary teachers were the most affected groups. This indicates that the impact of ERT differed and some populations of teachers are more at risk of suffering burnout because of ERT.

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Section: Introductionmentioning

confidence: 99%

Teachers’ Well-Being, Emotions, and Motivation During Emergency Remote Teaching Due to COVID-19

et al. 2022

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“… 21 , 49 , 50 , 51 , 52 , 53 , 54 , 55 , 56 A study in Lithuania found positive correlations between institutional support on educators’ subjective well-being and work-life balance, and that greater institutional support reduced burnout. 57 Despite educators in the current study not feeling supported constantly, the radiography students felt supported by their lecturers. 31 …”

Section: Resultsmentioning

confidence: 60%

Educators' experiences of teaching and learning in radiography during COVID-19: A single-site South African study

Mulla

Lewis

Britton

et al. 2023

Journal of Medical Imaging and Radiation Sciences

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“…Several implications could be made based on the findings and discussions above. Firstly, it is obvious that during the unexpected transition to virtual teaching, teachers needed help with not only technological and informational resources but also advice on the implementation of their teaching tasks (Kumpikaitė-Valiūnienė et al, 2021). In this context, learner autonomy and learning assessment are among the most challenging tasks in second language teaching due to time and technical constraints.…”

Section: Discussionmentioning

confidence: 99%

An Investigation into Teacher Preparedness for Emergency Remote Teaching in the Context of Vietnam

Duc¹

2022

rupkatha

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This study examined the preparation English teachers in Vietnam had for Emergency Remote Teaching (ERT) during the COVID-19 pandemic. Specifically, it investigated the levels of confidence teachers had about their pedagogical and technological knowledge. It also looked at their attitudinal readiness and the institutional support offered to them. Ninety-seven teachers of English in the southern areas of the country, which were severely hit by the fourth wave of the pandemic from May to September 2021, were invited to complete an online survey. The responses were analyzed descriptively, and item-level means were calculated to identify teachers’ greatest challenges and the instructional aspects they found most confident about during ERT. Cross tabulations were also employed to compare different groups of teachers’ readiness to teach online. The results showed that English teachers in the affected areas perceived themselves to be relatively prepared for the swift transition to online teaching and substantially positive about their pedagogical approach to lesson delivery in the virtual environment. Regarding technological know-how, they exploited various ready-made resources but were unknowledgeable about authoring software and uncertain of how to use technological tools effectively. They also reported receiving little support from their superiors and authorities.

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Impact of institutional support on educators' subjective well-being during the transition to virtual work due to COVID-19 lockdown

Cited by 8 publications

References 58 publications

Teachers’ Well-Being, Emotions, and Motivation During Emergency Remote Teaching Due to COVID-19

Teachers’ Well-Being, Emotions, and Motivation During Emergency Remote Teaching Due to COVID-19

Educators' experiences of teaching and learning in radiography during COVID-19: A single-site South African study

An Investigation into Teacher Preparedness for Emergency Remote Teaching in the Context of Vietnam

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