Teachers’ Satisfaction, Role, and Digital Literacy during the COVID-19 Pandemic

Abstract

The COVID-19 pandemic has unexpectedly affected the educational process worldwide, forcing teachers and students to transfer to an online teaching and learning format. Compared with the traditional face-to-face teaching methods, teachers’ professional role, career satisfaction level, and digital literacy have been challenged in the COVID-19 health crisis. To conduct a systematic review, we use critical appraisal tools from the University of the West of England Framework We removed the irrelevant and lower-quality results to refine the results and scored each selected paper to get high-quality studies with STARLITE. The number of finally included studies is 21. We used the PICO mnemonic to structure the four components of a clinical question, i.e., the relevant patients or population groups, the intervention (exposure or diagnostic procedure) of interest, as well as against whom the intervention is being compared and considered appropriate (outcomes). We formulated five research questions regarding teachers’ professional role, satisfaction, digital literacy, higher educational practice, and sustainable education. The study found that teachers’ professional roles changed complicatedly. Moreover, they were assigned more tasks during the online teaching process, which also implicated a decline in teachers’ satisfaction. After the COVID-19 pandemic, it is necessary to conduct a blended teaching model in educational institutes. Teachers should have adequate digital literacy to meet the new needs of the currently innovative educational model in the future. In addition, the study reveals that teachers’ digital literacy level, career satisfaction, and professional role are significantly correlated. We measured to what degree the three factors affected the online teaching and learning process. Ultimately, the study may provide some suggestions for methodological and educational strategies.

Exploring university teachers’ online education during COVID-19: Tensions between enthusiasm and stress

“…The results of this study align with researchers such as Shrestha et al [40] who found that university teachers mainly experienced external barriers such as poor wireless network or lack of technological institutional support. But participants also experienced internal barriers, such as coping with complex changing professional roles, which can lead to a decline in teacher satisfaction ( 29 ). The results in this study add insight to both external and internal barriers when applying online education.…”

“…maintaining sustainable communication within communities of inquiry) and pedagogical challenges (e.g. teachers' and learners' lack of digital skills or learners' lack of interactivity) when shifting to emergency remote teaching [ 29 ; 14 ; 40 ]. Alvarez [2] identified the following main problems during emergency remote teaching: poor to no internet access, financial constraints, lack of technological devices, and the need for affective support.…”

“…The review of Zhang et al [50] showed that scholars around the globe investigated a wide array of topics about online education, such as "use of various technologies and strategies, redesigned curriculum, student perceptions and psychological impacts of the pandemic-imposed online learning" (p. 637). Moreover, teachers experienced more obligations and lacked technical support, which resulted in higher levels of psychological pressure [29] . Teacher characteristics play an important role when implementing blended learning or applying online teaching (Baran et al, 2011; Anonymous, 2021) and stress is caused by a collection of work aspects, work content and work situations that influence teachers' experiences at cognitive, motivational or emotional level [20] .…”

Perceived Vulnerability to Disease and the Relationship with Teacher Satisfaction in South Africa during COVID-19: The Serial Role of Burnout, Role Conflict, and Ambiguity

“…Conventional classroom-based schooling ceased in many countries, and schools were required to transition to emergency remote learning or adopt hybrid approaches to education [ 1 ]. Teachers’ work roles and responsibilities changed dramatically as they were required to rapidly upskill their use of information communication technology, adapt lesson plans to suit online delivery, provide task differentiation, guide students and their parents to negotiate the online environment, and promote effective student engagement and learning [ 2 , 3 ]. These disruptions to the educational sector have significantly increased the job demands on teachers and may have generated role stress, which can present as role ambiguity and role conflict [ 4 ].…”

Psychological Capital Relates With Teacher Enjoyment: The Mediating Role of Reappraisal

“…Therefore, what deserves special attention but so far has been largely ignored is how teachers can accept and more preferably take a positive attitude toward online teaching. With the exception of teachers’ satisfaction ( Pham et al, 2021 ; Fute et al, 2022 ; Li and Yu, 2022 ; Reeves et al, 2022 ), few studies have been devoted to teachers’ positive emotions in online settings, especially teaching enjoyment.…”