The Impact of COVID-19 on Interpersonal Aspects in Elementary School

Mateu

et al. 2023

Front. Public Health

In this study, a descriptive bibliometric analysis of the scientific production in the Web of Science on job insecurity perceived by teachers in pandemic situations was carried out. The result shows the growing interest in the topic with an upward trend with an annual growth of 41.52%. Forty-seven papers from 41 journals with 2,182 cited references were considered, with 149 researchers from 30 countries publishing at least one article. The country with the most publications was the United States, followed by Germany and Spain. The United States was the country with the most collaborations. A total of 95 institutions published papers, and the universities with the most registrations were Miami University and the University of the Basque Country, although York University and the University of the Basque Country had a higher overall citation coefficient (102 and 40, respectively). Of the 41 journals that have published on the topic, Frontiers in Education and the British Journal of Educational Psychology stood out in terms of their article numbers. However, this last one was superior in terms of the overall number of citations per year, followed by Frontiers of Psychology.

Section: Main Thematic Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

How much do we care about teacher job insecurity during the pandemic? A bibliometric review

Mateu

et al. 2023

Front. Public Health

“…The participants enumerated feelings of anxiety, apprehension, decreased desire for learning, and demotivation as manifestations and causes of their decreased oral communication and participation in their online classes. Decreased motivation continues to be one of the biggest challenges for students in remote The disruption caused by the pandemic proved to have unintentionally affected interpersonal relationships and interactions of teachers and students (Herrmann et al, 2021). While the participants determined sources of reticence that are more individual, personality-based, and dependent on their own interpretations and coping strategies, reluctance due to lack of preparation, perceived task difficulty, as well as decreased teacher immediacy also surfaced as potential causes of reticence.…”

Section: Discussionmentioning

confidence: 99%

Learner Reticence at the Time of the Pandemic: Examining Filipino Students’ Communication Behaviors in Remote Learning

Sumilong

2022

bjtep

Between the uncertainty of a global pandemic, the unfamiliar territory of fully remote education, and the detrimental effects of related crises on the educational system, emerging research on pandemic pedagogy have underscored the universal presences of 1) anxiety in students and teachers, 2) decreased communication opportunities, and 3) challenges with communication technologies –all of which have been found to affect students’ communication behaviors in their remote classes. Learner reticence –students’ inadequate ability in self-expression usually manifested in reluctance to engage in classroom discourse– remains one of the biggest instructional communication challenges most teachers face today. Recent pandemic-related changes in learning delivery have put students at an even bigger disadvantage in terms of self-expression, participation, and discourse since the majority of the difficulties they experience in remote learning involve and are affected by their resources’ capacities to sustain communication with their teachers and classmates. This study investigated the self-perceived experiences of learner reticence of Filipino higher education students. With phenomenology as the main method of inquiry, all participants disclosed experiences of reticent behaviors in their remote classes during the pandemic; individual and personality-based factors were found to contribute the most to the students’ experienced reticence. The participants’ narratives also gave rise to insights on teacher immediacy and interpersonal communication in remote classes.

“…During the pandemic, the fact that the regulations imposed by the health protocols were questioned and new procedures were introduced for the school's teaching and administrative operation (e.g., regarding distance education as well as the manner in which students and visitors could access school premises) disrupted, as in any other organization (McKinsey & Company in Chon, 2020), their usual operation and exacerbated any conflicts therein. This is because the complexity of the school's operation was magnified and communication problems were exacerbated while cohesion, morale and the performance of school community members were all adversely impacted (Ertürk, 2022;Herrmann et al, 2021;Schult et al, 2022).…”

Section: Theoretical Context: Conflicts At School and Their Managemen...mentioning

confidence: 99%

School Teachers’ Views Towards the Effects of a Crisis on Conflicts: The Case of the Covid-19 Pandemic

Skoulidas

Arkoudea²,

Alexopoulos³

2022

EJES

The investigation of conflicts and their management in primary school units emerges as extremely important, given that the educational process must be conducted within a positive working environment. This paper examines the phenomenon of conflict in primary schools at a time of crisis, the COVID-19 pandemic. This is for the reason that the above period is likely to have reshaped the relationships of cooperation and, by extension, the number, intensity and impact of the inevitable conflicts in social organizations such as schools. According to the research results, the school conflicts were found to concern existing issues prior to the pandemic and to a lesser extent reflected problems that arose as a result of health protection measures against the new coronavirus, the extensive use of ICT, distance teaching and the new conditions of organization and operation to which schools had to adapt. Also, they contributed decisively to the tackling of issues that emerged regarding the operation of the school as a consequence of the new health and social conditions. This finding demonstrates to school management that the crisis of the COVID-19 pandemic, just like any other crisis, in fact, takes on both negative and positive qualities. Article visualizations:<img src="/-counters-/edu_01/0559/a.php" alt="Hit counter" />