Teachers’ Engagement in and Coping with Emergency Remote Instruction During COVID-19-Induced School Closures: A Multinational Contextual Perspective

Abstract

The COVID-19 pandemic required educators and learners to shift to emergency remote instruction with little time for preparation. To understand how teachers managed the transition, we surveyed nearly 1,500 teachers from 118 countries from April to September 2020. Using cluster analysis, we detect two readily distinguishable groups of instructors: a group who was more engaged with remote instruction and had better coping in terms of online teaching challenges, and a group who had lower levels of both engagement and coping. We compare the two groups in terms of their sociodemographic characteristics, and also assess the relationship between each sociodemographic marker and teachers’ engagement and coping. Overall, our results suggest that teachers were most engaged and coped best with the transition when they had prior experience with remote instruction, taught in the higher education sector, and taught using real-time synchronous modalities. We also find non-trivial results regarding teachers’ gender, years of teaching experience, and their country’s level of economic development, and observe no relationship between teachers’ age and engagement or coping. The detection of the contextual effects underscores the importance of large multisite research.

Teachers' Perception of Student Coping With Emergency Remote Instruction During the COVID-19 Pandemic: The Relative Impact of Educator Demographics and Professional Adaptation and Adjustment

“…Perceptions of student coping differed substantially depending on the education level handled. This finding is in line with observations by Hvas and Aller (2020) and Jelińska and Paradowski (2021). One possible explanation is that young learners are the most reliant on assistance, scaffolding, and support in their scholastic process (Paradowski, 2014(Paradowski, , 2015, while parents and other guardians may not always be around during the pandemic-or be capable-to help out with technology, ensure that the children stay on task and submit their work in a timely manner, and help out in other ways necessary.…”

“…On the other hand, the outcome emphasizes the importance of teacher-student interaction. This connection is reinforced by the finding concerning the importance of synchronous classes, mirroring the results in Jelińska and Paradowski (2021). Limiting face-to-face interactions may adversely affect students' emotional development, emotional intelligence, and interpersonal and other soft skills (Hurst et al, 2013;Kaur and Bhatt, 2020, p. 45).…”

The Impact of Demographics, Life and Work Circumstances on College and University Instructors’ Well-Being During Quaranteaching

“…The significance of the right work-life synergy and maintaining the right priorities is especially important in view of the reality that ensuring of teacher and student wellbeing may sometimes be at odds with pressures to "cover the syllabus": "[t]here is a potential tradeoff between ensuring well-being and significantly increased screen time derived from a transition to distance learning" (Reimers and Schleicher, 2020:8). Our findings from a sample of nearly 1,500 educators (Jelińska and Paradowski, 2021a) showed that the most engaged and best-coping teachers were characterized by having modified their lesson plans and eased the grading scheme during this period.…”

“…Despite the challenges of emergency remote teaching, HE instructors are in a privileged position compared with most of their counterparts teaching at lower levels of education, as the education level handled has already turned out to be a significant predictor of coping and engagement (Jelińska and Paradowski, 2021a).…”

Можливості платформи Sikorsky distance для реалізації дистанційного і змішаного режимів навчання

“…Referring to the publications of domestic [1,10] and foreign colleagues [2, 3, 4, 5, 6 ,7, 8, 9, 10, 11, 12] in the field of education, many of them tried to implement distance education using other web services, but there was a difficulty for students, because each teacher created a training course using certain web services that were not always user-friendly and it took a lot of time to understand how to use them properly. To analyze the results of applying the methods described above, we conducted a study.…”