Teachers' Experiences of Emergency Remote Schooling during the Pandemic: Drivers for Student and Teacher Wellbeing
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| Title: | Teachers' Experiences of Emergency Remote Schooling during the Pandemic: Drivers for Student and Teacher Wellbeing |
|---|---|
| Language: | English |
| Authors: | Burke, Paul F., Schuck, Sandy, Kearney, Matthew (ORCID |
| Source: | Australian Journal of Education. Aug 2023 67(2):124-142. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Secondary Education Elementary Secondary Education |
| Descriptors: | Foreign Countries, COVID-19, Pandemics, School Closing, Well Being, Electronic Learning, Distance Education, Teacher Attitudes, Student Experience, Elementary School Teachers, Secondary School Teachers, Elementary Secondary Education |
| Geographic Terms: | Australia |
| DOI: | 10.1177/00049441231159666 |
| ISSN: | 0004-9441 2050-5884 |
| Abstract: | This article discusses findings from a recent survey (n = 297) of teachers' views of both their own and their students' experiences during the 2021 enforced emergency remote schooling period occurring in New South Wales Australia, due to the COVID-19 pandemic. The quantitative analysis reported here explores teachers' views regarding teaching and learning during this challenging period. It identifies three latent constructs, learning, assessment, and interaction, and then uses structural equation modelling to identify the perceived impact of these constructs on student and teacher wellbeing. The remote schooling period had a significant negative impact for teachers and their students across a range of elements of teaching and learning, as well as wellbeing. Student learning experiences and their peer interactions were found to be strong predictors of students' wellbeing outcomes. Assessment design and teachers' feedback to students were significant in predicting levels of teacher wellbeing. Future research directions are also provided. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1384668 |
| Database: | ERIC |
| Abstract: | This article discusses findings from a recent survey (n = 297) of teachers' views of both their own and their students' experiences during the 2021 enforced emergency remote schooling period occurring in New South Wales Australia, due to the COVID-19 pandemic. The quantitative analysis reported here explores teachers' views regarding teaching and learning during this challenging period. It identifies three latent constructs, learning, assessment, and interaction, and then uses structural equation modelling to identify the perceived impact of these constructs on student and teacher wellbeing. The remote schooling period had a significant negative impact for teachers and their students across a range of elements of teaching and learning, as well as wellbeing. Student learning experiences and their peer interactions were found to be strong predictors of students' wellbeing outcomes. Assessment design and teachers' feedback to students were significant in predicting levels of teacher wellbeing. Future research directions are also provided. |
|---|---|
| ISSN: | 0004-9441 2050-5884 |
| DOI: | 10.1177/00049441231159666 |
